Evaluation of the Implementation of the
“All Children Being Safe” (ACBS) Program
In Three Preschools in NSW
Prepared by:
A/Prof Manjula Waniganayake
Ms Karen Roberts
Institute of Early Childhood
Macquarie University
Access Macquarie Ltd
(December 2011)
Access Macquarie Ltd – Commercial-in-Confidence
Acknowledgements
We offer our sincere thanks to the children, parents and staff at each of the
participating centres for collaborating with us throughout the evaluation. In
preparing this report we have attempted to capture their input in authentic
ways. Likewise, we want to say a special thank you to the external members
of the Project Steering Committee for their wise counsel and participation in
all aspects of project design and implementation.
From the start, Angela Walsh and Michelle Rose, as the NAPCAN Project
Manager and ACBS Project Coordinator respectively, welcomed us,
ensuring we had a sound orientation to the local community. Their
involvement in liaising with all the stakeholders was critical to the success of
the evaluation data collection and analysis. Thank you both for your support,
local insights and professionalism in working with us throughout this project.
We trust that this report provides a comprehensive overview of the successful
implementation of the ACBS program in Kempsey, and the analysis provides
sufficient learnings for use in future planning and development of this
program in other early childhood settings. We felt that everyone involved in
this project shared a lifelong commitment to keeping children safe. We hope
that in someway our work contributes to achieving this goal. It has been an
honour and a pleasure to work on this project with all of you.
With best wishes
Associate Professor Manjula Waniganayake and Ms Karen Roberts
Institute of Early Childhood
Macquarie University
Access Macquarie Ltd
December 2011
Access Macquarie Ltd – Commercial-in-Confidence
An evaluation of the implementation of the “All Children
Being Safe” (ACBS) program in three preschools
An evaluation of the implementation of the “All Children
Being Safe” (ACBS) program in three preschools
Table of Contents
Executive Summary
Summary of Recommendations
1.
INTRODUCTION
1
2.
PROJECT BACKGROUND
2
3.
4.
2.1.
Child protection in context
3
2.2.
Centre profiles (as at December 2010)
3
2.3.
Working with Aboriginal people and communities
4
2.4.
Adaptation of the ACBS program for pre-schoolers
5
EVALUATION ORIENTATION
3.1.
Evaluation literature
6
3.2.
Evaluation framework adopted for this study
7
PRESENTATION OF THE FINDINGS
4.1.
OUTCOMES FOR CHILDREN
11
11
4.1.1.
Learning about safe and unsafe feelings
11
4.1.2.
Learning involving safe people and places
14
4.1.3.
An unexpected learning
18
4.2.
OUTCOMES FOR EDUCATORS
18
4.2.1.
Sound knowledge and best practice in relation to child Protection
legislation as it impacts on educators
19
4.2.2.
Developing skills in implementing the ACBS Program with children
in their service
21
4.2.3.
Building co-operative relationships with families to promote their
participation in the ACBS program
24
4.3.
OUTCOMES FOR PARENTS AND COMMUNITY
27
4.3.1.
Parents and community awareness of the engagement In the
delivery of the ACBS program
27
4.3.2.
29
4.4.
Sharing the ACBS Program with children at home
PROGRAM HIGHLIGHTS AND FUTURE DIRECTIONS
30
4.4.1.
Program highlights and ideas for improvement
31
4.4.2.
Suggestions for program improvements
34
4.4.3.
5.
6
Participants’ perspectives on future directions for the ACBS program
DISCUSSION AND RECOMMENDATIONS
36
37
5.1.
Program development
38
5.2.
Knowledge and skills of educators
39
5.3.
Extending children’s learning
41
5.4.
Following up on participants’ suggestions
41
6.
REFERENCES
44
7.
APPENDICES
47
7.1.
Modifications made to the ACBS preschool program
48
7.2.
Evaluation framework
50
7.3.
ACBS program evaluation instruments
54
7.4.
Letter of thanks from preschool staff
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An evaluation of the implementation of the “All Children
Being Safe” (ACBS) program in three preschools
An evaluation of the implementation of the “All Children
Being Safe” (ACBS) program in three preschools
EXECUTIVE SUMMARY
This evaluation report is based on the NAPCAN sponsored adaptation of the “All
Children Being Safe” (ACBS) program for early childhood, in Kempsey, a rural
community with a high proportion of Indigenous families, located on the mid north
coast of NSW. Macquarie University was invited to evaluate the adaptation and
implementation of the ACBS project in three selected preschools in Kempsey. The
ACBS is a protective behaviours program originally developed for use with primary
school aged children. The Greenhill Primary School in Kempsey initially developed it
in response to the request for the development of a culturally safe protective
behaviours program that matched the child protection curriculum of the NSW State
Government, administered by the Department of Education and Training (DET). The
school children created the artwork for the storybooks and the training package
was developed by NAPCAN with funding provided by the WESTPAC Bank. The
CAGES Foundation is responsible for funding the extension of the program to preschoolers in Kempsey that covered the costs of the adaptation, implementation and
evaluation of the Early Childhood ACBS program.
The Early Childhood ACBS program was implemented in the preschools during 2011,
and the evaluation report reflects the voices of the children, parents, educators and
community members who participated in this project. The NAPCAN project
manager and coordinator established a Project Steering Committee consisting of
the preschool teachers and local Indigenous community services personnel to
provide advice on all aspects of project design, implementation and evaluation.
During December 2010, two of the selected preschools trialled the original ACBS
stories with a group of pre-schoolers at their centres. Feedback from this pilot study
was also taken into account in the development of the full package of resources for
the modified ACBS program.
The Project Coordinator, who was an experienced, university qualified early
childhood teacher, had responsibility for reviewing the content of the primary ACBS
program, and making the necessary modifications for use with 3-5 year old children
in preschool settings. This included shortening the text of the five animal stories. An
important addition was the development of an educator’s resource kit consisting of
items such as puppets, music CDs, dress-up clothes, as well as art-craft materials for
use in developing learning activities for pre-schoolers. These resource kits were
supplied to each preschool to assist educators with the implementation of the ACBS
program. As indicated in the evaluation, this resource kit was invaluable in
establishing interest, adding depth and creativity as well as making the experiences
meaningful for pre-schoolers.
The ACBS Program outcomes were defined in terms of children, parents and
community as well as preschool staff, and were used as the focus for this evaluation.
In collaboration with the key local stakeholders matching evaluation strategies and
instruments were designed. The aim was to ascertain evaluation data in a
continuous way throughout the program implementation as well as prior to
commencement and one month after completion. The overall evaluation plan was
formally documented as an evaluation framework and is located in Appendix 2 of
this report. Likewise, the full set of instruments matched against the specific
objectives has been placed in Appendix 3.
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An evaluation of the implementation of the “All Children
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Children, parents, educators and other community members actively participated in
a variety of ways throughout the implementation of the ACBS program in Kempsey,
and willingly contributed to the evaluation data collection. Based on the analysis of
this data, the key findings from this study include the following:






Consultation with and collaboration among key stakeholders is vital to the
program’s success and needs to be coordinated by a qualified early
childhood educator. In this instance, the stakeholders included local
Indigenous people and community members, family members and early
childhood staff.
Early childhood educators implementing the program need to have a
sound knowledge of and rapport with the children involved, as well as
well developed skills in appropriately questioning children and eliciting
responses.
Training and support for early childhood educators, in relation to child
protection responsibilities and general program implementation, needs to
be available both prior to and during implementation.
Long-term impacts of the program can be evaluated through a process
of individual program assessment, continued follow up sessions and
reviews including the children and families involved.
The early childhood ACBS program was particularly enhanced by a
range of resources and activities relevant to all areas of young children’s
learning and development.
Promoting key concepts about child safety relevant and meaningful to
each local community can further enhance the early childhood ACBS
program.
These findings from the evaluation project were used in developing 11
recommendations for consideration by NAPCAN in enhancing the Early Childhood
ACBS program further and expanding its implementation in other preschools
throughout Australia.
This evaluation highlights the potential benefits of the ACBS protective behaviours
program when used appropriately by early childhood educators with sound
expertise and experience of working with young children and their families. This
project also reflects the strengths of an authentic community partnership that can
facilitate the coming together of children, parents, professionals and the
community. It is clear that adopting a whole of community approach can ensure
that learning about child protection and safety can be examined in an integrated
way across the community. Such an approach can thereby also make learning
about keeping children safe sustainable as a life-long commitment by all involved.
Manjula Waniganayake and Karen Roberts
Institute of Early Childhood
Macquarie University
December 2011.
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SUMMARY OF RECOMMENDATIONS
Recommendation #1:
 That NAPCAN recommends the appointment of an early childhood educator as
the coordinator of ACBS project development and management in each
community.
Recommendation #2:
 That in planning, designing, implementing and evaluating the use of the ACBS
program, consultation with the community is built into each community’s
approach to the program.
Recommendation #3:
 That when delivering the ACBS program in any early childhood setting, emphasise
the importance of collaboration amongst staff in planning and implementing the
program in a holistic way.
Recommendation #4:
 That NAPCAN ensures that future ACBS programs are implemented by capable
educators who can establish good rapport with the children and families
participating in the programs.
Recommendation #5:
 That NAPCAN provides an orientation session at commencement and finds ways
of providing adequate support and guidance for educators during program
implementation.
Recommendation #6:
 That all educators involved in the implementation of the ACBS program have
thorough prior training in their child protection responsibilities and with particular
attention to ways of responding to a disclosure.
Recommendation #7:
 That NAPCAN includes in the ACBS manual, program evaluation instruments used
in this evaluation to enable early childhood settings to do their own follow up by
assessing learnings with children, parents and community.
Recommendation #8:
 That NAPCAN develops a longitudinal research study to assess the long-term
impact of the ACBS programs across communities.
Recommendation #9:
 That the ACBS educator’s resource kit supplied by NAPCAN includes both puppets
and costumes for role-play and drama activities.
Recommendation #10:
 That when developing further suggestions to use with the ACBS program, NAPCAN
considers including activities and experiences that cover a broad range of
learning and skill development.
Recommendation# 11:

That NAPCAN gives due consideration to the follow up suggestions offered
by everyone involved in the Kempsey study, as listed in this report.
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1.
INTRODUCTION
This report is based on the NAPCAN sponsored adaptation of the “All Children
Being Safe” (ACBS) program for preschools, in a rural community, on the mid
north coast of NSW. Macquarie University was invited to evaluate the
adaptation and implementation of the ACBS project in the three selected
preschools in Kempsey. Each of these preschools had a high number of
children and families from Indigenous backgrounds. The project began with a
pilot study to explore the possibilities of using the ACBS program during
October – December 2010 with one group of children in three preschools. Due
to difficulties with staffing, this phase of the project was implemented in two
centres only.
Based on the learnings from this initial phase carried out in 2010, the Project
Manager, began modifying the stories included in the ACBS program to make
it more appropriate for pre-schoolers. With input from the preschool staff and
the Steering Committee members, a revised program was finalised by April
2011 and implementation began in each centre in Term 2.
Participating preschools and key educators:
 South Kempsey Preschool:
 Dalaigur Preschool:
 ABC Learning Centre, West Kempsey:
Project Period:
Shirley
Roslyn
Melanie
July 2010 to September 2011
NAPCAN Project Manager:
Angela Walsh
ACBS Project Coordinator:
Michelle Rose
ACBS Project Evaluators:
Manjula Waniganayake and Karen Roberts
Project Steering Committee:
Shirley, Roslyn and Melanie (the educators)
Janet Jensen, Marilyn Dean, Karen Hall and
Delya Smith
At the beginning of 2011, Michelle Rose, the Project Coordinator, examined
the objectives of the ACBS project developed for implementation with primary
school children, and modified these to make the learning more appropriate
and relevant for children aged 3-5 years. In turn, in discussion with the project
manager and coordinator, the evaluators used the modified learning
objectives to develop an evaluation framework to assess the learnings from
the ACBS project implementation during 2011. These objectives were
categorised in three ways, targeting learning directed at the children, the
preschool staff and the parents and community. The evaluation framework
(see Appendix 2) was developed with input from the ACBS Project Steering
Committee, comprising the preschool teachers, and key local personnel who
were actively involved in child protection matters in Kempsey.
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An evaluation of the implementation of the “All Children
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2.
PROJECT BACKGROUND
“All Children Being Safe” (ACBS) is a protective behaviours program originally
developed for use with early primary school aged children. The Greenhill
Primary School, Kempsey, initially developed the ACBS Primary Program in
response to the request for the development of a culturally safe protective
behaviours program that matched the Child Protection curriculum of the
State Government, administered by the Department of Education and
Training (DET). Over 95% of the students at Greenhill Public School identify as
Aboriginal. The program was developed with the support of local service
providers and a team of community workers from NAPCAN, Kempsey, Schools
as Community Centres, North Coast Area Health Service, and the Durri
Aboriginal Medical Service (AMS). Acknowledging the effectiveness of the
use of dreamtime stories when developing problem solving skills with the
children in the school, Local Greenhill Elders were consulted in relation to
which animals and birds were appropriate for the Greenhill community. The
school children created the artwork for the storybooks and the training
package was developed by NAPCAN with funding provided by the WESTPAC
Bank.
The goal of the ACBS program is to provide children with appropriate
behaviours when interacting with children and adults in meaningful and nonthreatening ways to assist them to feel strong and stay safe in their
communities. Five stories using bush animals found in the local community
provide the foundation for learning in the ACBS program. They contain
messages around safety and are explored with the children through a variety
of learning activities.
The ACBS program was piloted in one school, and then expanded to three
others located within Kempsey. This pilot was well received, winning two
awards for promoting health and wellbeing. The CAGES Foundation
approached NAPCAN in 2010 in relation to funding the expansion of the
ACBS Program into rural and remote Aboriginal Communities across NSW. The
option of a preschool adaptation was discussed due to interest that had
been expressed by Dalaigur Pre-school in Greenhill Kempsey. CAGES then
agreed to fund the adaptation of the ACBS program and its implementation
in 3 preschools in Kempsey, NSW.
The NAPCAN Project Coordinator, an experienced and university qualified
early childhood educator, then adapted the original ACBS program targeting
primary school aged children, to make it more appropriate for use with
preschool aged children in the local community (see Appendix 1 for details).
This modified early childhood ACBS program was aimed largely at 4 to 5 year
olds, and can be implemented over a period of at least 6 weeks. Overall, this
evaluation project reflects an authentic community partnership as all aspects
of the ACBS program design, implementation and evaluated included the
key stakeholders - especially the children, their families and staff at the three
preschools.
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2.1.
Child protection in context
The Convention on the Rights of the Child (UNICEF 1989), along with child
protection legislation, identify that all children have a right to be safe from
harm. The NSW Government, in their efforts to keep children safe, following
Justice Wood’s Report of the special commission of inquiry into child
protection services in NSW (2008), has been coordinating a range of
prevention and early intervention strategies between governments, agencies
and communities. A family support approach has been shown to be
particularly valuable in helping families with their role of parenting and caring
for their children.
The value of a protective behaviours education program such as the ACBS is
in the empowerment of children to keep themselves safe in all situations. It
acknowledges that danger is not restricted to strangers, and that a person
known to the victim commits the overwhelming majority of all types of child
abuse.
The protective behaviours program was initially developed in the USA in the
1970’s and the program was introduced to Australia in the 1980’s as an
educational
strategy
to
prevent
child
abuse
(www.edsite.com.au/pbnt/protect/html). Following program evaluations, it
has since been adapted to suit people of all ages in all situations where
personal safety is a concern, particularly acknowledging issues of domestic
violence and societal violence such as harassment and bullying. (Tomison &
Poole, 2000, p.4). Protective behaviours encourage people to assert their right
to feel safe, listen to what their body tells them, and follow up by taking
action to solve problems or seek assistance from others who can help them
(www.kidsmatter.edu.au/primary/programs-guide/protective-behaviours).
The National Framework for the Protection of Australia’s Children was
established in 2009. (FAHCSIA, 2009) In NSW, early childhood educators are
mandatory reporters under the Children and Young Persons (Care and
Protection) Act (1998). They are required to undertake training in identifying
and responding to children at risk, and they have a duty of care to help
ensure the safety and well being of all children in their care. Implementing a
protective behaviours program requires an understanding of child protection
issues and supports them in their duty of care.
2.2. Centre profiles (as at December 2010)
Each of the three centres was selected for the ACBS program
implementation for a variety of reasons. One of the key reasons included their
location in the same area as the schools that implemented the ACBS. Other
reasons included the high numbers of Indigenous children and/or staff in their
services and their commitment to collaboration with Indigenous members of
the local community. A brief profile of each of the preschools involved in this
project was documented using data from the centre profile questionnaires
completed by the educators at the start of the pilot study in December 2010.
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Centre 1
This is a not-for-profit, stand-alone community owned and managed centre. It
had the capacity to enrol up to 49 children aged 2 to 5 years. At the time of
the pilot study, there were 28 children enrolled. All children except 2 were
from an Indigenous background. It employed 5 educators, 2 assistants in
each room and 1 floater. Indigenous staff comprised the educator/director
and 2 assistants.
Centre 2
At this preschool enrolments comprised 117 children aged 2 to 5 years. The
centre was a not-for-profit, stand-alone, community owned and managed
service. There were 14 educators (9 part time) and all but 5 were Indigenous.
Almost all children at the centre came from an Indigenous background. Of
these, 14 children were registered in the child protection system.
Centre 3
This long day care centre catered for 76 children aged birth to 6 years. Of
these, 31 children were from an Indigenous background, and included 6
children registered in the child protection system. It was a not-for-profit
centre, owned and managed by a large national organisation. There were
11 educators employed with 2 working part time, and only one educator with
a university degree in early childhood.
2.3.
Working with Aboriginal people and communities
The incidence of child abuse and neglect in Australia continues to be
alarming, and for Indigenous children, the statistics are particularly
concerning.
In 2009-2010, Aboriginal and Torres Strait Islander children comprised 4.6% of
Australian children and 26.6% of all confirmed reports of abuse or neglect. This
means that Aboriginal and Torres Strait Islander children were 7.7 times more
likely than other children to be the subject of a confirmed report of abuse or
neglect than non-Indigenous children.
(Beryln, Bromfield & Lamont, 2011, p.1)
Under the NSW Government’s “Keep Them Safe” Plan for all children, an
Aboriginal Impact Statement was developed to ensure a participative and
collaborative approach to child protection work with Aboriginal children,
families and communities, and address the over representation of Indigenous
children in the child protection system.
(NSW Government, 2010, p.1)
The original ACBS program for school aged children involved a collaborative
partnership with local schools and Aboriginal health and community
organisations. It also respectfully acknowledged the Aboriginal traditional
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An evaluation of the implementation of the “All Children
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owners of the land and the impact of colonisation on Aboriginal people. This
collaboration with and respect for local Aboriginal people was vital to the
success of the program, and has also been significant in the adaptation and
implementation of the modified early childhood version of the ACBS program
used in this project in 2011.
A number of resources developed to support people working with Aboriginal
people and communities describe effective approaches as operating on the
following principles:




Consideration of the historical context of colonisation, racism,
discrimination, disadvantage and cultural dislocation and child
removal from families
Priority of cultural safety, Indigenous managed services with control of
services and responsibility for outcomes, and appropriate and
adequate resources and support for agencies
(Higgins, 2010, p.1-3)
Consultation and involvement of leading Aboriginal community
members, involving as many Aboriginal elders and leaders and
representatives from all local family groups and Aboriginal
organisations
Engaging in proper effective consultation in an equal relationship
(NSW DoCS, 2009, p 30-34)
These strategies indicate that, while the child protection situation is very
serious for Aboriginal families, “there are also many strengths in Aboriginal
communities and a deep commitment to the care of children on the part of
community members” (NSW Government, 2010, p.3) The ACBS project
development, implementation, and evaluation findings have also highlighted
this strong commitment among Aboriginal community members in the
Kempsey area.
2.4. Adaptation of the ACBS program for pre-schoolers
Based on stories depicting Australian bush animals, and in consultation with
Indigenous elders and others, the ACBS program was specifically designed for
use with Indigenous children. It can also be useful for children from other
cultural backgrounds. Modifications made to the ACBS program aim to have
more relevance for preschool aged children and early childhood programs
and curriculum. The preschool version of the ACBS program provided direct
links to the National Early Years Learning Framework (DEEWR, 2009) and the
National Quality Standard (DEEWR, 2010).
To make it more user-friendly for pre-schoolers, a number of adaptations were
made by the Project Coordinator (See Appendix 1) Some of the key changes
included can be synthesised as follows. The ACBS storybooks, which are the
centre piece of the program, were enlarged; the cover and pages made of
thicker paper, and the cover colour changed to distinguish it from the
primary school storybooks. The stories were shortened for use with pre5
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schoolers. The overall program allows for flexibility in terms of timing and
staging of how the stories are presented according to children’s interests and
abilities. The introduction section in particular, has been shortened to offer
more discussion of the relevant concepts being introduced or expanded on
throughout the program.
An educator’s resource kit consisting of props and creative media, such as
puppets, costumes, books and pictures, music and movement CDs, and art
and craft resources, suitable for the age group was developed to
accompany the program implementation in preschools. Items such as
colouring stencils and work sheets used with primary school children were
excluded. Facial expression paddles and emotion cards were included to
support learning and discussion about feelings. A map for each story was
included to help children recall the previous story and be introduced to the
next one. The stories can be set up for use on a SMART board or an
Interactive white board, and thereby engaging children in the program
through computer-mediated technology containing vivid images that can
enhance the story messages.
3.
EVALUATION ORIENTATION
In preparing this evaluation report, a brief review of other evaluations of child
protection programs was undertaken, along with a review of literature
concerning child protection program evaluation projects.
3.1. Evaluation literature
“As the main goal of an evaluation is to indicate whether a program is
effective or not, it is important that an evaluation is conducted properly”.
(Lamont, 2009, p.2) This can involve pre- and post- tests to ascertain change
for participants against program goals. A comparison group is also usually
recommended except in the case of child welfare and protection programs,
where ethical consideration needs to be given in terms of preventing a
control or comparison group of children from accessing the program. The
final element involves follow-up testing to assess program success beyond the
short term.
Obviously, adequate data collection is the key to evaluating program
effectiveness. Evaluations of prevention programs are generally qualitative
and descriptive, and the use of focus groups and interviews with participants
and staff are common.
The evaluation of Braveheart’s prevention program called “Ditto’s Keep Safe
Adventure” (Evans & Peck Services, 2008) included pre and post
questionnaires for teachers regarding individual child participants, an
observation sheet for teachers to use during the program, and a feedback
form relating to teachers’ perceptions of the program. A parent survey was
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also used by families to record children’s understandings and parents’ own
thoughts about the use of an at home activity book, following the program.
For children, a child activity sheet was included where they could draw what
they had learnt from the program.
An evaluation of the original primary school ACBS program involved post
program interviews with children, while school teachers were surveyed
immediately after the program was implemented and again several months
later. The evaluation focused on children’s memory of stories and concepts
as well as school teachers’ and children’s thoughts about the ACBS program.
In assessing effectiveness of programs on protective behaviours, “program
evaluations are fundamentally designed to assist with the planning of future
programs and/or to improve pre-existing programs.” (Tomison & Poole, 2000,
p.6) They need to be tailored to meet the needs of all stakeholders as well as
to fulfil a specific and required purpose.
3.2. Evaluation framework adopted for this study
A wide range of evaluation strategies and instruments were developed and
utilised to capture data reflecting the learning that occurred throughout the
implementation of the ACBS program during 2011. Each of these instruments
was designed to match the participants’ learning perspectives and assess the
anticipated outcomes as noted on Table 1.
The evaluators designed these instruments with input from the preschool staff,
the project coordinator, project manager as well as members of the Project
Steering Committee. This consultative approach was important in ensuring the
relevance and appropriateness of the proposed evaluation strategies and
instruments to be deployed in this project. Some of the evaluation instruments
were designed as a set of common questions to be used by the educators
consistently throughout the weekly implementation activities. The evaluation
instruments were used not just as evaluation tools, but also as teaching and
learning strategies. That is, the questions were aimed at stimulating and
engaging educators and children to think reflectively about child safety and
protection with respect to children’s feelings and perceptions of safety and
security. The educators also completed reflective questionnaires at different
intervals, such as at the completion of each module and when the full
program had been delivered at their centre.
Asking children questions prior to, during, and following implementation of the
ACBS program was an essential part of this evaluation. Early childhood
educators are well placed to interview young children, who are likely to feel
comfortable in their preschool environment and with the educator, especially
if they are seen as similar and empathic. (Hill, 2005, p. 72) Reinforcing this
perspective, Brooker (2001) states the children’s own teacher or carer working
within their normal daily setting..(her) ongoing observations of the children,
her familiarity with their backgrounds and behaviours, and her alertness to the
effects of the research methods upon them, all help to produce good and
reliable evidence. (p. 167)
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A full list of the evaluation instruments used in this project is presented in Table
1, and the actual documents have been included in the Appendices at the
end of this report. To assist with making sense of the findings of this project, the
links between the evaluation strategies and instruments and the anticipated
learning outcomes, are presented in Tables 2-4.
Table 1: List of Evaluation strategies and instruments used
Pre-program implementation – general
1. Centre profile questionnaire
2. Field visit notes by evaluators including discussions with individual teachers, project
managers and the Steering Committee
With Children
1. Pre-program questions with 1 -2 small groups one week before program
implementation
2. Drawings of safe people and places (pre-program)
3. Post-program questions with 1 -2 small groups one month after program
implementation
4. Children’s drawings of safe people and places (post-program)
With educators
1. Teacher reflections on child protection legislation
2. Pre-program overview questions - teachers reflections
3. After each module – teacher reflections
4. Post-program overview questions – teacher reflections
With parents and community
1. Pre-program questions to teachers (see overview questions 4 to 7)
2. Teacher documentation of relevant conversations with parents & other community
members regarding their experiences with their children about the content
included in the ACBS program
3. Community gathering and facilitated conversation by the evaluation team
4. Email questions to Steering Committee members
With Program Coordinators
Field notes, telephone conferences, email correspondence and entry and exit discussions
during site visits to Kempsey in December 2010 and August 2011.
The next three tables (Table 2-4) show the connections between the
anticipated learning outcomes and the evaluation strategies and instruments
used in this study.
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Table 2: Outcomes and evaluation involving the CHILDREN
ANTICIPATED LEARNING OUTCOMES
EVALUATION STRATEGIES & INSTRUMENTS
(see Appendix 2)
To demonstrate an awareness of the
concepts of safe and unsafe living through
an ability to
 Identify safe and unsafe feelings and
that every child has the right to feel
safe.
 Identify people in their community who
keep them safe.
 Feel safe, secure and supported.
 Develop the language to
communicate safe or unsafe
behaviours / situations.
 Identify people who can help them if
they have been hurt.
 Interact in relation to others with care,
empathy and respect.
 Develop a sense of belonging to
groups and communities
The evaluators developed a common set of
questions for the three teachers to use with the
children at their centres, to engage them in
discussions in small groups at regular intervals
as follows:
 Questions used one week BEFORE program
implementation
 Questions used at the completion of each
module
 Questions used one month AFTER
implementation
 Pedagogical documentation – teachers
also documented their observations of
children’s learning using digital
photography as well as preparing
classroom displays and portfolios of
children’s work that were developed
during the implementation of the program.
Table 3: Outcomes and evaluation involving the Preschool EDUCATORS
ANTICIPATED LEARNING OUTCOMES
To demonstrate an enhanced awareness of child
protection strategies by:
a) Participation by all preschool staff in training
and information on child protection including
support services in their community.
b) Improving the standards of child protection
practices, particularly in light of new legislation
or information.
c) Incorporating the modified ACBS program for
early childhood into their preschool programs.
d) Engaging parents and other family members in
the delivery of ACBS program in their centres.
EVALUATION STRATEGIES &
INSTRUMENTS
(see Appendix 2)



Each teacher completed a Child
Protection Questionnaire to
indicate their current awareness
of relevant matters before the
commencement of the ACBS
program
The teachers also completed a
questionnaire individually BEFORE
the ACBS project was
implemented.
Likewise, AFTER the project
implementation was completed,
all teachers participated in a
group discussion and completed
questionnaires.
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An evaluation of the implementation of the “All Children
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Table 4: Outcomes and evaluation involving the PARENTS AND COMMUNITY
ANTICIPATED LEARNING
OUTCOMES
EVALUATION STRATEGIES & INSTRUMENTS
(Appendix 2)
To demonstrate an enhanced
awareness of child protection
issues in the wider community
through

a) Participation in community
workshops about the ACBS
program
b) Engagement in the
delivery of the ACBS
program e.g. craft
activities, storytelling,
drama, music and
movement.
c) Sharing the ACBS program
with their children at home
through culturally
appropriate literature.



A centre profile survey questionnaire was used to
ascertain information about child protection issues
impacting on the local community, particularly the
children and families attending the participating
preschools.
In addition, the evaluators asked the teachers to
document relevant conversations with parents and
other family members regarding their experiences with
their children about content included in the ACBS
program.
Following the completion of the ACBS project
implementation, parents and community members from
each of the preschools were invited to a community
gathering over lunch to discuss their perspectives on the
ACBS project. The questions used during this discussion
are included in Appendix 2.
Members of the Project Steering Group were also sent a
questionnaire by email, asking them to comment about
their reflections on how the ACBS program was received
by the Kempsey community.
Overall, the preschool staff implemented the evaluation instruments
developed to collate data on children’s learning. In turn, the evaluators
engaged the preschool staff in individual interviews and group discussions to
ascertain their perspectives on using a range of evaluation instruments. Three
parents representing two of the three preschools participated in the
community gathering and actively contributed to the evaluation. Two
members of the Steering Committee also completed an email questionnaire,
and thereby adding to the community perspectives on the ACBS program
implementation. The project coordinator and the manager were also
included in interviews and discussions throughout the program
implementation.
The evaluators also presented a workshop attended by the preschool
educators and members of the Steering Committee, for two purposes. Firstly,
by placing the ACBS project within a children’s rights perspective, the
workshop looked at preschool educators’ child protection obligations.
Secondly, the evaluation strategies and instruments designed for this project
were discussed and refined to ensure that participants had a good
understanding of the expectations of, and ethics involved in evaluating the
implementation of the ACBS program with pre-schoolers.
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An evaluation of the implementation of the “All Children
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4. PRESENTATION OF THE FINDINGS
In this section we present the data collected and analysed for this evaluation.
This presentation is organised under FOUR sub-headings focusing on the
anticipated outcomes of the project for children, educators, and parents and
community as well as program highlights and improvements. When reading
these findings, it is important to note the following:
a)
The educators who participated in this study, provided much data in
the form of photographic images, video recordings and text-based data
when responding to evaluation questionnaires and notes taken during
discussions with small groups of children. This data contained input from
children and their families as well as teacher reflections. To maintain the
confidentiality of the participants, we have not identified the primary sources
and provide summative comments based on our collation of the data.
b)
The ACBS project work began in 2010, and two of the centres
implemented the program without major modifications to a group of preschoolers that year. Some of these children were present when the modified
program was being implemented during 2011. When these children
participated in the pre-program discussions, their exposure to the ACBS stories
during 2010 can be seen in the responses recorded in 2011.
4.1. OUTCOMES FOR CHILDREN
The anticipated outcomes for children have been collated under two
subheadings focusing on children’s learnings about a) feelings and b) people
and places, when responding to child safety matters.
4.1.1. Learning about safe and unsafe feelings
One week prior to the ACBS program was implemented at each centre, the
educators held discussions with the children to ascertain their current
understandings and perceptions about safety and fear. When asked about
what makes them feel safe, the children typically referred to their parents and
other family members, especially their grandparents (See Table 5). They also
identified their homes and the centres as being safe places. Some children
specifically identified educators or people at the preschool, whilst others
referred to various objects such as flowers and their beds. Other children,
spoke of doing things such as ‘making cakes’ as being joyful and actions such
as ‘holding hands’ and not touching hot things as preventative measures
against danger and harm. Following the program implementation, children’s
perceptions of proximity with parents and grandparents for safety were
reinforced. Children’s responses in Centre 2 indicate a close connection with
the stories included in the ACBS program.
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An evaluation of the implementation of the “All Children
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Table 5: What makes children feel safe?
Before ACBS
After ACBS
Centre 1: My family; mum;
dad; nan; pop; preschool,
the people at preschool.
Centre 1: Being at home with dad; ice-cream; a hug;
dancing and playing with friends; being with nan;
rainbows
Centre 2: Dad, mum,
brothers, making cakes,
fireworks, home, bed, flowers
Centre 2: The mob; (what did the Joey do to feel safe
again?) go in mum’s pouch;
(Who makes you feel safe?) mum, dad, teachers,
sisters, nan and brothers
(How do you know you are scared?)
NOTE: This change in question is relevant in actually
eliciting feelings such as “heart beats faster”; and “eyes
looking/ wide open”.
Centre 3:
Group 1: your dog, mum,
dad, pa, poppy, nan/nanny,
superheros, teachers
Group 2: holding hands so
no-one will run over you/so
you can’t let go, crawl when
you see smoke, walking, you
take care of children and
don’t let them touch hot
things
Centre 3: “ Staying with my Nan. Staying with my big
cousins or if it is a little one don’t stay with them. My
dad.” “ My mum and big sister and my cousin.”
“Staying with my big sister and if you are staying with a
person you don’t know, go and look for someone you
do know.” “ Mummy and daddy.” “ When my mummy
holds my hand when I cross the road so I don’t get
run’d over.”” When my daddy loves me.” “Daddy and
mum.” “Holding mummy and daddy’s hand.” “Holding
mummy’s hand and holding Daddy’s hand.”
As indicated in Table 6 children’s responses during these discussions, in
relation to fear, were to provide a list of words of scary animals such as
snakes, tigers, cockroaches and sharks, as well as imaginary creatures such as
ghosts and monsters. Some children also referred to natural elements such as
thunder and volcanos and others drew on personal experiences of scary
events such as fireworks and scary dreams.
Following the ACBS program implementation, one week after the conclusion
of the last module, the educators held another round of discussions with the
children about things that made them feel scared. Their responses at this time
indicate a change in the manner in which they responded.
As indicated in Table 6 the children’s language and expression, reflect a more
complex engagement in the discussion, beyond the use of single words to
explain their feelings. That is, whilst the children continued to refer to scary
animals (eg dingo) and people (eg ghosts), they extended the discussion to
explain the potential signs of danger created when for example, they were
not able to find their mum.
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An evaluation of the implementation of the “All Children
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Indicators of danger were noted within family homes as well as outside in the
community, when it is dark or when alone. During the program
implementation at Centre 2, for instance, one child was able to express that
his “nana and pop growl” at him and this did not make him feel good. Some
children were also able to identify the potential of being hurt by someone
and others attempted to articulate the importance of speaking to people
about their fears.
Table 6: What makes children feel scared
Before ACBS
After ACBS
Centre 1: Ghosts, snakes,
thunder
Centre 1: When I’m sick. Warki (Ghosts), When I can’t
find mum. I never feel scared.
Centre 2: Warki or warki
man or ghosts, witches,
monsters, dragons, sharks,
tigers, cockroaches;
fireworks
Centre 2: Dingo. When someone’s in your room and
they hurt you. Bogeyman is in your room. Aunty, what
about when we can talk to people and tell them
about something scary? I felt unsafe when I went out
in the dark; on the road; in the bush; at the park
(why?) cos naughty people could hide; bad people
might kidnap you – Aunty, what if you wander off on
your own?.
Centre 3: Group1: a dingo;
a gas bottle that erupts up
in the sky; a volcano
because of fire; crocodiles
and a fox; very scary
dreams in the night; Swat
Fire on Ben Tennyson
Group 2: monsters, scary
dream, when you wake up
and mummy and daddy
are not there, mummy and
brother.
Centre 3: “ When I get lost and someone is not
looking for me I phone the police and I will ask them if
they can help me. When I do wheelies on mine and
Tony’s Peewee 50.” “ A dingo. When I feel like I am
going to fall off my bike.” “ When I have scary
dreams and when I am falling off a swing and have
no seat belt on.” “Scared by a monster, but I don’t
like good dreams, I like bad dreams, cause monsters
make me feel happy. The monster is a bear, I love
him.” “ When I’m sleeping I have a bad dream and it
makes me scared.” “ When the lights cut off.” “Snakes
“When it’s night time and the light’s are off. “When
something happens. When I’m busted.”
The children were capable of identifying what or who makes them feel safe
secure and supported. Their responses related more to people and things
rather than feelings and how your body can tell you that something is wrong.
This is due to the wording of the question as well as the need for children to
have the language to talk about changes in their body and related feelings.
Following the program implementation, which at Centre 2 included talking
about bodily sensations, when the educator altered the question to “how do
you know you are scared?” children were able to identify safe and unsafe
feelings, such as eyes wide open and fast heart beat.
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An evaluation of the implementation of the “All Children
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The use of props, such as emotion paddles and books about different
emotions, during program implementation at all centres, further supported
children to identify different feelings and what made them feel in a particular
way. Educators recorded their comments at the end of each session. One
child at Centre 3 for example, mentioned that he feels angry when he gets
teased. At Centre 1 children talked about feeling happy in regard to being
safe and also gave examples of safe feelings, including an excited tummy
and feeling warm,
4.1.2.
Learning involving safe people and places
In the event that children felt scared or unsafe, they were asked to explain
what they would do, and who and where they would go to, to feel safe.
These responses are presented in Table 7.
Table 7: Keeping safe - places and people
Before ACBS
Centre 1: Run home, or run to dad’s, nan’s, pop
or the “mish” (The mission); Hide under a table,
tell mum; (go to) Nan’s, Aunty’s, in my bed, to
preschool.
Centre 2: Kill them, get dad to kill them; hide
under blankets; hide in bush; sleep with brothers;
turn the light on; run to mum and dad; hide, ring
the police/coppers; go and get sad; watch a
movie;
Go to sleep with mummy; go to bed; my place;
go to Port; go that way; run away; Big W; lock the
fence; Aunty’s place; motorbikes; cubbyhouse.
Centre 3: Group 1: go to mum; if there’s a fire
you stop down low; drop down low, roll and get
that fire out; go to your house and nan’s; go to
your cousins; your pop’s; your nan’s; your sister’s;
aunty; police Group 2: go to mum and dad’s
bedroom; go to the forest; go and sleep in the
bedroom; stay with mummy and daddy; , your
grandpa, nana, somewhere safe, on dad’s bus.
After ACBS
Centre 1: Go to my room; get
into bed with dad; hide in a
cupboard; tell mum; feel sad;
hide and cry for mum; hide
under a table; go in the bush.
Centre 2: Go in the house; sleep
in my room; tell mum and dad;
tell my dad if there’s a
dangerous thing; ell mum; run
home; lock my room; tell sister;
teacher; nan; pop; out house;
my room at home; yeah with
teachers;
Centre 3: Call the police, ring a
fireman, call 000; put the light
back on; run away; go to dad
and mum; my sister and brother;
go in my bedroom. “If your
friend lives next door, I would go
there and stay the night.”
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An evaluation of the implementation of the “All Children
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Table 8: People identified by children as being safe
People identified
Mum
Dad
Nan
Pop
Sister(s)
Brother(s)
Cousin
Friend(s)
C1
C2
C3
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
Babysitter
Aunty/Teacher
Police
The mob/ my family
✓
✓
✓
✓
✓
✓
Fire-fighter
Ambulance
Nurse
Doctor
✓
✓
✓
✓
✓
✓
✓
✓
✓
At every centre, there were children who consistently identified their parents,
grandparents, sisters and brothers as well as centre staff as representing safe
people. The police were the other external agency identified as being a safe
reference point by children in all three centres. Safe places identified by
children also related to these people (eg. nan’s, home, police). Within the
recorded responses provided by the educators, we were able to locate
references to cousins and a babysitter only in the data from Centre 3.
Likewise, references to friends and family or the mob collectively, were
located in data provided from Centre 1 and 2.
There was little or no variation in terms of who the children identified as safe
people before and after the ACBS Program was implemented in Centre 2 in
particular. However, the staff who implemented the ACBS program also
noted that at Centre 1, prior to the implementation of the ACBS program, the
children found it difficult to grasp the meaning of the words safe and unsafe.
The staff used the word ‘scared’ together with body language, to clarify the
meaning of some of the pre-program questions at this centre. Subsequently,
when the questions were modified to ask the children ‘who will help you or
stop you from getting hurt?’ these children also identified a comprehensive list
including both family and community members such as doctors, nurses as
well as friends.
The children readily identified people who keep them safe and who can help
them. These responses indicate that, in relation to learning about belonging,
the children already had a good sense of this in relation to family. This
understanding was strengthened during the ACBS program implementation,
particularly in terms of incorporating a sense of belonging to both community
as well as family.
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An evaluation of the implementation of the “All Children
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Through the program and learning about being safe and unsafe, developing
language to better communicate and understand a sense of belonging,
children were also seen to develop more empathy, to interact in relation to
others with care, and respect. Educators’
observations of children’s interactions and responses during and after the
ACBS program highlight a change in this aspect (see Table 9). Reflective
comments by educators also further confirm children’s developing
communication skills and confidence at this time. The educator at Centre 1
was particularly pleased and impressed by the fact that the program allowed
the children to “talk up”. She also felt strongly that having given children a
voice we now need to listen to them. Likewise, the educator at Centre 2
explained that there were lots of children with emotional needs and otitis at
her centre and this could impact on children’s ability to talk/express ideas.
She emphasised “there needs to be a holistic approach; integrated into daily
routines” and this could be reflected in asking questions such as “how do you
feel today?” Such comments not only demonstrate the importance of the
educator’s knowledge of local contexts, especially in terms of the children’s
wellbeing and factors impacting on their learning.
Table 9:
Children interact with empathy
Have you noticed any changes in children’s behaviours and/or attitudes that can be
linked with the ACBS program in some way?
Centre 1
“More nurturing,
particularly of
younger children in
the yard”
“Other children are
now more confident
to talk up, say ‘no’ to
more aggressive
children”.
Centre 2
Children now have the words, a voice,
rather than hitting out.
Children got the feeling of being safe,
reflect on incidents back to animal: I’m a
kookaburra, I’m communicating with you.
Children all sit together in a mob –
social/sports (culturally appropriate).
Two boys with issues particularly related to
absorbed ideas, related to being a dingo
at times; talked later about what he did
(hide in cupboard) as not safe. Fire drill –
kids would say “safe place”.
Centre 3
Children expressed
feelings better,
understanding of the
concept of different
feelings - everyone feels
differently about things.
It’s ok to feel scared or
angry; there are different
ways of dealing with that.
Showing empathy.
Having the confidence to
speak to an adult.
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An evaluation of the implementation of the “All Children
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During the post-program implementation discussions, the children were also
asked to indicate what they had learnt from the ACBS program, and these
data are presented in Table 10. In documenting these comments, the
educator in Centre 3 stated “I think the post-evaluation questions need to be
reviewed as my group didn't really answer in detail to match their knowledge.
It needs to be clear for all in this section if children can be prompted.” These
comments highlight the importance of having educators with appropriate
expertise in working with pre-schoolers directing the implementation of the
ACBS program. In this way, teaching can be better targeted and children’s
learnings can be more meaningful.
Table 10: Learnings from the ACBS program as perceived by the children
Centre 1
Centre 2
Centre 3
(The question was
reworded: what things do
you remember from the
bush animals in the story?)
Kangaroo told dingo to go
away in loud voice;
echidna had spikes and
rolls up in a ball to stab
dingo; snakes go in their
hole to feel safe; birds
have wings and got away
to be safe.
“Kangaroos were safe.”
“Koalas, kookaburras, king parrot,
echidna, dingo, baby joey, they’re
all in a mob.”
“They felt sad because of the dingo.”
The babies getting hurt and the baby
koala got bitten cause she ran down
the tree, she wanted to get the other
gum leaves, her mother told her ‘no’
and to stay in the tree, she didn’t
listen to her mum, she felt afraid
cause she thought her mum would
smack her. She told her mum, she felt
good after that. Her mum took her to
the doctor’s to get a stitch, the baby
told the doctor.” “dingo was unsafe”
“the kookaburra felt safe he warned
dingo was there”. “ The koala
climbed down, he wasn’t listening to
his mum he was unsafe cause the
dingo bit her and he got bleeding,
the mum was angry and she
wouldn’t climb down ever again, the
mum felt sad.
“I remember the
echidna and the
king parrot and the
baby king parrot.”
“ I know, I remember
the koala too.”
“and the
kookaburra too.”
“Echidna, dingo and
the aunties and the
king parrots and the
kookaburras.”
“When the galahs
went to have the
party and the dingo
wasn’t invited and
he couldn’t eat the
babies.”
“When the echidna
told her baby she’s
not safe.”
Birds fly a long way, flap
their wings, have feathers,
helped the animals, are
higher than dingo, they’re
safe.
Koalas have fur, live up in
trees, this is their happy
place, they are safe.
They were sad, they got
happy, they got better
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An evaluation of the implementation of the “All Children
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4.1.3 An unexpected learning
One of the preschool teachers, with agreement from the ACBS coordinator,
used the ACBS puppets with a three year old called TJ. The teacher had
wanted to use the puppets with TJ to support him with “language and
communication skills regarding the increase in his aggressive behaviour.” The
teacher had “spent quality time with him” using the puppets and reported
that TJ now responds positively to 1:1 interactions with adults and children. The
ACBS coordinator reported “it was very rewarding for the teacher when TJ
drew a happy face.” Given below is an extract of an observation note
documented by the teacher involving TJ.
26/8/11
TJ’s story
He arrived at school with his toy transformer called Bumble bee and sat with me in the
cubby house. “Aunty Shirley will you play?” and he thought for a bit before he said “you
can be sister”. I said “yes” and he said “I will be Dad”. TJ then said “who will be Mum?”
and he asked Aunty Donna, who said “yes”. He told Mum to go and sit in the lounge while
he cooked tea, and also any child that wanted to play, had to sit in the lounge to wait for
tea.
I (SK) asked Dad (TJ) if he wanted me to go to the shop. He said “yes”. I said “do you want
bread and milk?”; he said “yes”. He then made me stand in front of him and Dad (TJ)
proceeded to button my cardigan up before he let me go to the shop.
This type of play went on all morning. He fussed over everyone and if they were crying or
feeling sick he would say “take them home”. I found that because he made me sister (SK)
I had to listen to him and do what said all morning. He was calm and very thoughtful and
his voice stayed soft and caring. This made me respond to TJ very differently to how we
normally interact.
In all my experiences of childcare, this was the first time I totally became the character
and allowed the child to direct and totally control the play. He was so caring and kind
and used a gentle voice and watched over us all. The other children would call me Nan
or Aunty Shirl, but I would say “No, I’m sister.” They would smile at me and then call me
“sister”.
This child, TJ, was not formally part of the preschool group that was involved
in the ACBS program at this centre. Use of the ACBS puppets with an
individual child with language and emotional needs demonstrated an
unexpected learning that benefited an individual child in the first instance.
This case also highlights the potential benefits of using the ACBS resources in
different ways with individual children in guiding their emotional or behaviour
needs.
4.2. OUTCOMES FOR EDUCATORS
Anticipated outcomes for educators focus on their understanding of relevant
child protection legislation, their ability to implement the ACBS program with
preschool children, their capacity to involve families in the ACBS program,
and their perspectives on the future of the ACBS program. Data for these
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An evaluation of the implementation of the “All Children
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outcomes was collected through written responses to a child protection
questionnaire and both pre program and post program questionnaires, as
well as participation in discussions with the evaluators prior to implementation
and at the Community Gathering held in 2011.
4.2.1. Sound knowledge and best practice in relation to child
protection legislation as it impacts on educators
Prior to implementing the ACBS program it was important to ensure that
educators were aware of child protection legislation and issues as they may
relate to them in the workplace, in particular mandatory reporting
requirements, and responding to a disclosure. Prior to the program being
implemented, a brief child protection information session was therefore held
with the educators, followed by a questionnaire for them to complete. One of
the educators was unable to attend and her questionnaire was completed
later with the support of the Program Coordinator. During discussion, each
educator was also asked about her participation in more formal up-to-date
child protection training, and all educators had attended a formal training
session sometime ago prior to 2011.
In terms of participation in child protection training, early discussion with each
educator provided the following information:
Centre 1: the educator felt that staff knew their role in child protection. She
would appreciate having child protection training for them though –
particularly on guiding children’s behaviour – guidelines, policies, role with
parents, and developing a team approach.
Centre 2: about half of the staff members at this centre had undertaken child
protection training.
Centre 3: the educator had done child protection training some years ago,
and the other staff at this centre had not done any.
Following a brief information session with the evaluators, educators were able
to respond appropriately to more specific questions about their role in
mandatory reporting of child protection matters as documented in Table 11..
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An evaluation of the implementation of the “All Children
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Table 11:
Centre 1
1.
Centre 2
Centre 3
What are the 3 pieces of legislation that relate to child protection & what are the features of each?
The Children and Young Persons (Care and
Protection) ACT 1998.
Responsibilities of Community Services, other
agencies. Authorised carers, parents.
Outlines ways of working with children, young
people and families to remain at home.



Educators’ understanding of child protection legislation



Young Children and Persons Act
Mandatory Reporting
Ombudsman


2.
As soon as you see any sign that the child is not
receiving “quality of care” from his/her carer.

Children and Young Persons (Care and Protection) Act – mandatory reporters guidelines,
what happens when a report is made, the rights of a child, what happens if a child can
not stay in care with their family, information about types of child abuse
Prohibited persons declaration
3. Working with children check
What are the grounds for reporting risk of significant harm?
Neglect
Physical
Sexual
Domestic violence
Pre-natal
Psychological
If you suspect on reasonable grounds that a child or young person is at risk of being
neglected or physically / sexually / emotionally abused
If a child’s basic needs are not being met – are not being properly fed, clothed or housed
If a child’s medical needs are not being met
If there are signs of physical abuse
If a child disclosures information about abuse
3. How would you make a risk of significant harm judgement?
Observation of child/parent.
Questioning staff if they have a concern.
What area of concern I would have.
3.
Computerised reporting tree
Phone
Use the online mandatory reporters guide to help guide decision making. ABC has a team
we can ring if we need assistance with child protection issues. They help to guide staff with
their concerns and also with the use of the mandatory reporters guide.
4. What actions are required when you suspect a child or young person is at risk of significant harm?





Report to the appropriate channels.
All of the above in (No. 3)
Child Protection office online (Mandatory
report)
Child Protection helpline 133627
Risk of significant harm report fax form.
Documentation
Reporting tree
Call the Child Protection Helpline
Ensure all concerns are documented when they occur
5. What do you do when risk is below significant threshold?
Start documenting and collecting relevant
information for evidence.
Referral to someone that can assist
Continue to monitor the situation and document any other concerns as they occur. Provide
support and information to the family to assist them develop more knowledge in this area. So
the family does not realise the focus is on them I often include relevant information in centre /
room newsletters or handouts; complete cooking experiences, healthy eating experiences
with the children; access posters, brochures from external services eg: RTA – appropriate car
seats.
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The information session also focused on responding to a child’s disclosure, as
there is a strong possibility of this occurring during the implementation of a
prevention education program. Educators were asked about their
understanding of this in discussion following the session and they were able to
respond appropriately. In post-program questions educators were also asked
whether any children had any strong reactions to any aspects of the ACBS
program and this did not happen at any of the three preschools involved in
this study. .
After program implementation the educators had still not been able to
attend formal training in identifying and responding to children at risk, and this
needs to be addressed. However, each centre does have, or has had,
children and families involved in the child protection system, and educators
have developed and demonstrated on the job knowledge and skills in child
protection practices.
4.2.2. Developing skills in implementing the ACBS program with
children at their centres
Educators’ responses to five of the pre-program questions and a further two in
the post-program questions relate to their confidence and ability to
incorporate the modified ACBS program into their preschool program
effectively and in meaningful ways with the children. Two of the educators
had a distinct advantage in this, having participated in a trial run of the
original ACBS program with a group of children in the previous year. The third
educator was supported in implementation of the program during 2011 by
one of the program coordinators, who also completed the pre-program
questions with her. The relevant responses are presented in Table 12.
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Table 12: Educators’ pre-program questions
Centre 1
Centre 2
Centre 3
Do you anticipate any difficulties in implementing the ACBS program at your centre?
No, not really. We will need to consider the 2 year
old children in the toddler room, where the 3.6 year
old children also share this room.
Some difficulties will
be the literacy level
of the children and
how they express
their feelings.
We would like to run the program in the preschool and kindy rooms, so we are going to have to put a plan in place
about how this can be done with me running the program in both rooms. It may be difficult to ensure the kindy group
leader is following up on the program and documenting any conversations had with children while I am not in the room.
We have 3 Jehovah Witness families in the preschool room, so I am not sure if their beliefs about child protection will
affect the implementation of the program with these children.
How are you planning to address these concerns?
To give the children
I will put a written plan into place with myself and the kindy group leader to ensure we are on the same page and she
words and feelings
understands her role in the implementation of the program.
and actions.
I will speak to the 3 Jehovah Witness families on an individual level about the program to ensure that they support it
Due to the limited concentration span and task
persistence of the 2 year old children, we have
decided to include the 3.6 year old children into our
new room where the 4-5 year old children are. This
way the 2 year old children can have quality time
with a staff member, while all of the 3-5 year old
children can participate in the ACBS program
How do you assist children to gather information, ask questions, seek clarification and consider possibilities about their own lives?
By consulting their extended families associated
Group time
At the start of an interest a brainstorming session is held with the children and lists are created: what do you know / what
with our service, to support the child with the
Show and tell
do you want to know. Children’s responses are documented so they can be referred back to and also so the children
inquiries at home and to then further extend this
Special events and can see that their responses are valued. During the program if we find out an answer we come back to the list, so it can
approach by inviting the families to our morning
then Yarning,
be ticked off. Children are encouraged to research information / explore / hypothesise in a variety of ways including:
group time, where the children can share this
Gathering
participating in hands on experiences, experiments, documenting learning through photos, talking to parents who may
information with staff and children.
be experts in that field, looking at factual texts.
How do you demonstrate that you acknowledge and build on the context and discourse of each child and family?
Read their chosen books from home about families
Family meetings
Informal discussions and parent meetings are held to discuss each family’s values and areas that they feel are important
and their culture. Through room and entry displays
and expectations,
to their child’s development. Through these interactions staff are able to develop a stronger understanding of each
and by allowing extra time in the morning for
home visits
child/family and provide resources and experiences in the program that support and promote these values and goals.
greetings and exchanging of ideas, information or
Documentation is displayed throughout the room about individual and group work that depicts all children as being
identifying individual needs for us to meet.
confident and capable learners. All children’s attempts and milestones are celebrated and shared in positive ways with
families. Community members from different cultural backgrounds represented at the centre are invited to share in
special occasions.
In what ways do you support children’s learning and use the cultural tools of the community to inspire all children’s thinking?
We employ Indigenous relief workers and
Yarning, gathering,
Through observing children in their play we gain great insight into their understanding and beliefs about different
encourage volunteers to support children’s learning. fire,
members / groups in the community. This way we can acknowledge any bias that is occurring and incorporate
We plan Indigenous gatherings for parents, families
linking to culture
experiences into the program to challenge this bias. Eg. we have a mother in the nursery who is a Police Officer. Her visits
and extended families in the local community and
tracking
to the centre generated lots of discussion with the children (mainly the boys) about the role a female police officer plays.
invite Indigenous artists who demonstrate their skills
dance/songs and
Some children didn’t know females could be police and others wanted to know if they could carry guns and do all the
for our Cultural Days.
elders
same jobs as male police officers. These questions and comments were recorded and we decided to ask her to visit our
room. The children were very open in asking their questions and she was able to provide the children with responses that
acknowledged their thoughts and ideas as being valued and helped them to understand the important role that female
officers play in the police force.
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The educators’ responses to these questions demonstrate that they
considered potential difficulties and ways to overcome them very carefully
prior to program implementation. They also demonstrated a high level of
professionalism and knowledge about the culturally appropriate ways of
ensuring the implementation of an effective early childhood curriculum
including the protective behaviours program.
Post program responses similarly showed that the educators were capable of
providing meaningful curriculum including the ACBS program, For the
educator in Centre 1, who was the only one new to the program and was
supported by the ACBS program coordinator, there was a marked increase in
her level of confidence regarding her ability to implement it in future. While
she was unable to attend for the first group discussion with the evaluators, she
did participate enthusiastically in the community gathering following the
implementation of the program at her centre was completed. One of her
staff also wrote a letter in relation to her appreciation of the program and this
is included at Appendix 4.
Table 13:
Educators’ responses to post-program questions
Centre 1
Centre2
Centre 3
In terms of your hopes/expectations of this program, what are the highlights of the ACBS program
implementation at your centre?
Creativity, children enjoying
craft, connect with stories.
Children have voice –
reduce reaction
I was not confident at first but
now feel much stronger
about it (see letter from a
staff member in Appendix 4)
Engaging parents, let them have
more knowledge of what was
going to happen. Children’s
creativity/words, extend concepts
to other people not just mum and
dad, connect to outdoors. All staff
on board, community involvement.
Children move from fantasy to
reality – have words. They didn’t
have before
Creativity of children, great
discussions, link to last year
(program introduced
informally) and safety
concerns
Of the strategies you used to assist children’s learning about matters covered in this program, which
ones were most appropriate and effective?
Books, props, craft especially
drawing
All – use multiple intelligences
(Gardiner). All staff involved and all
activities even cooking, each
person use their strength and also
kids learning style
Drawing, craft, props – led to
good discussion
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4.2.3.Building co-operative relationships with families to promote
their participation in the ACBS program
Building co-operative relationships with families is vital to early childhood
educators’ work with both children and families, and is necessary for
promoting their engagement with the ACBS program. Educators’ responses
to three of the pre program questions focused on relationships with families.
This topic was also covered in our initial meetings with individual educators.
The outcome related to engaging parents in the program is covered in the
following section related to out comes for families and the community.
Early discussion with each educator provided the following information:
Centre 1: The participating key educator had good communication skills and
relationships with families, was able to talk with Aboriginal people, including
males, about concerns about their children’s learning at the centre. When
approaching problems and people she was very aware of key aspects - her
connection with and feelings about the child; her connection with the family;
her responsibility to staff; and her own role as an educator, as well as her
responsibility to the Centre’s governing Board and the Government
Department which was the licensing authority.
Centre 2: Staff visited children’s homes to discuss matters connected with the
preschool program at the centre. The key educator at this centre was able to
talk with families and respond to their concerns within their own family
settings. Parent involvement at this centre was strongly encouraged, along
with providing an opportunity for information sharing – eg a Sports Day was
organised and included parent workshops.
Centre 3: Contact with families at this centre was largely informal, just daily
contact with families as they drop off and pick up children.
Educators’ responses to the pre-program questions and responses related to
building family relationships were collated and presented in Table 14.
From the beginning of this project, it was clear that the participating
educators at the three preschools were fully aware of the importance of
working collaboratively with the children’s parents and the wider community.
In completing the pre-program questionnaire, the educators noted the
following:
All three educators commented about using a variety of strategies to actively
engage parents and other family to work in partnership with them. Informal
conversations when they came to drop off and pick up children, using
newsletters as well as having a day book to maintain communication with
families were some of the strategies mentioned. Although only one educator
specifically mentioned collaboration with local artists and community elders
in their programs, there was other evidence of this occurring in at least two of
the centres. The educators also acknowledged that child protection matters
required sensitive and respectful ways of communication with families. Their
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An evaluation of the implementation of the “All Children
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responses reflect the importance of safe guarding child and family privacy
and confidentiality as well as cultural beliefs and practices connected with
family backgrounds.
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Table 14: Educator pre-program reflections on working collaboratively with families
Centre 1
Centre 2
Centre 3
How are partnerships encouraged in your setting?
Ongoing, but difficult. We encourage
Open door policy – more the merrier,
All families are greeted when they arrive at the centre each morning and informal discussions are held about the
morning tea gatherings and extra time
displays, newsletters, actively invited.
child / family eg: weekend happenings, access visits, interests, behaviour, etc. A day book including written
for the morning greetings with the
documentation and photos is completed each day and the parents are encouraged to read it each afternoon.
families.
The children are often keen to show their parents photos of themselves in the book completing experiences during
the day. Sometimes if a question has arisen during the day during the group, we will write it in the day book and ask
our parents if anyone knows the answer or might want to research the question at home with their child. A parent
comments section is always included to encourage parent feedback or ideas.
What opportunities do you provide for parents to engage with you in ways that respect and value their culture?
Knowing that some members of the
Parents are always welcome &
Information is requested upon enrolment about cultural / religious beliefs and if any are identified by the parents
families are Indigenous artists we
encouraged to be part of our program
they are discussed further to ensure we have a good understanding of their beliefs. Parents are encouraged to
encourage Indigenous painting and
share their beliefs with the children by joining the group for special occasions, cooking, music / dancing, storytelling,
art/craft participation between families
craft experiences. Informal discussions are had throughout the year when special events are happening so parents
and children. The Elders show enjoyment
are informed if there will be changes to their child’s routine.
with telling dreamtime stories, dancing
and the use of musical instruments from
their home life.
In what ways do you broach difficult issues that arise and engage in problem solving with families in relation to child protection
issues?
We have an open door policy, where we encourage
Discuss discreetly with parents or community
I ensure confidentiality is maintained at all times and that an open and honest relationship is
our service users to discuss difficult issues with trained
member or report depending on issue
developed with all families. I speak to the families involved on an individual level and provide
staff in privacy and with confidentiality. Where
support in areas needed – finding out more information, developing strategies to be supported
agencies are involved we work together networking to
at home and preschool, providing information about other agencies that they can get support
try and test suitable solutions to all parties involved,
from.
whilst respecting beliefs, attitudes, family history and
culture.
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4.3. OUTCOMES FOR PARENTS AND COMMUNITY
Anticipated outcomes for community was primarily taken from the
perspectives of the parents whose children participated in the ACBS program
that was implemented at the three preschools involved in this study. Data
obtained through teacher reflections on parents’ participation and
comments made by parents who attended the Community Gathering
discussion led by the evaluators, and the responses from the Steering
Committee are included in this section as findings.
4.3.1.Parents and community awareness of and engagement in
the delivery of the ACBS program
Before the implementation of the ACBS program in 2011, the educators were
asked what plans they had made in terms of introducing the program to the
children’s parents and other family. Their responses documented in the preprogram questionnaire are presented in Table 15.
Table 15:
Proposed strategies to introduce the ACBS program to families
Centre 1
Centre 2
Centre 3
How do you propose to introduce parents/family members to ACBS program?
Invite families to a
morning tea/ storytime, where the
children can
demonstrate the use
of the kit – with the
costumes and the
puppets.
First engagement
with parents and
carers was on the
1st of April with a
workshop. Then
follow-ups with
verbal language
in the mornings
and in
newsletters.
A parent night is being held at the
centre on the 7th April where the
program will be introduced to the
preschool parents who attend. All the
resources will be displayed and the parts
of the program will be discussed. Parents
will be encouraged to discuss their
concerns / questions and how they can
become involved eg: ways to discuss the
program / safety / words to use with their
children. All families in the preschool and
kindy room will receive a letter outlining
the purpose of the program and when it
will be introduced in the rooms.
As can be seen, each of the educators had planned to have a function to
introduce and discuss with families the implementation of the ACBS program
at their centre. They had also planned to display and refer to the use of the
ACBS resource kit supplied to each centre. This kit consisted of various items in
the shape of the animals depicted in the ACBS stories, including costumes,
puppets, songs and various art/craft materials to be used with the children.
Each centre also informed families about the introduction of the ACBS
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program by letter, although only one educator had specifically documented
this in the survey questionnaire they completed for the evaluation..
When the actual implementation took place, the educators and parents
reported a mix of responses regarding the strategies that eventually occurred
at each centre in terms of engaging families in the ACBS program.
Table 16: Strategies actually implemented to engage families
Centre 1
Centre 2
Centre 3
How did parents & other family members get involved with the ACBS program
at your centre?
Disappointed in self for
not getting families
involved more. Families
knew it was happening
but did not fully
understand it. Hard to
get them to talk;
informal conversations
only. Need to get
information out to
families.
Community meeting to explain
program to families. Sent permission
notes, and did home visits –
reassure that program can translate
to other safety areas. At the end,
held another community meeting
with about 50% attendance.
Parents took books home. Held a
celebration with a 2 day festival
concert during NAIDOC week
Families read
documentation. Some talk
about children mentioning
safe. More road safety/ car
seats., asked Green Hills
school to participate.
As indicated in Table 16, Centre 1 had struggled to engage families in the
implementation of the ACBS program. As noted, although families at this
centre were informed about the program, no one had turned up at the
morning tea planned, and the conversations remained at an informal level
with only a few parents expressing an interest in the program. Also, no parents
from this centre attended the Community Gathering arranged in August,
inviting them to meet with the evaluators to discuss their participation in the
ACBS program at their children’s preschool.
In contrast, parents and other family were more involved in the ACBS
program implementation at Centre 2 and 3. Both centres held a workshop to
inform families about the program, prior to its implementation. Centre 2,
included home visits and a second family function, aligned with NAIDOC
week celebrations.
It is also important to note that Centre 2 connected with the local primary
school, where the ACBS program had been implemented originally. As
indicated during the Community Gathering meeting in August 2010, this
connection with the Primary School had been timely and fruitful as the school
had presented this Centre with a box full of costumes of the ACBS animal
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An evaluation of the implementation of the “All Children
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characters they had once used. It appears that having multiple copies of
good quality costumes enabled more children at this centre to actively
engage in the ACBS stories at the same time. Video-based data clearly
depicted lots of children dancing, singing and dramatising stories from the
ACBS program at the NAIDOC day celebrations at this centre, in the
presence of many families.
4.3.2. Sharing the ACBS program with children at home
A Community Gathering was held over lunch in August, to ascertain parent
and family perspectives on the implementation of the ACBS program at the
three preschools that participated in this project during 2011. Three parents –
two mothers and a father, representing Centre 2 and 3 attended this event.
When asked to comment about their awareness and involvement in the ACBS
program at their children’s preschools, their responses indicated the following:

Mother 1: This mother noted conversations with her child who was “excited
about the program”, and mentioned her “talking about the dingo.” This
mother also mentioned attending the parent meeting where the educator
had provided information about the ACBS, and used the puppets and spoke
about writing books using the characters from the stories. This mother also
mentioned that her child had participated in the program in 2010, and giving
the educator feedback on the planned modifications for 2011. She also
“heard other families talking about it at the pool” where she worked, adding,
“information doesn’t always reach everybody.”

Mother 2: She described her child talking about XX the educator introducing
the program to the children; and her child’s awareness of asking for
permission to walk on the streets. She also noted the permission note sent to
parents, and the workshop talk about keeping safe with children and what
goes on in their lives. She was overwhelmed by how much more
knowledgeable her child was about safety when walking on the streets.

Father: He was very aware of the program and stated that it complemented
the usual work at this centre. He explained, “My relationship with XX is both
personal and professional.” His own job involved dealing with family violence
issues in the Macleay valley and he therefore recognised “the importance of
educational programs to act as a preventative measure to break the cycle
of abuse” in the local community.
These comments from the parents denote consistency with the educators’
reflections documented earlier, and suggest a close connection each parent
had with their children’s preschool centre. All three parents referred to
conversations with their own children about the program, reflecting a positive
acceptance of the learning that was occurring, particularly in relation to
community safety and security. For instance,
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
Mother 1: She commented that the ACBS program provided “a good way to
bring up the topic of safety” adding "You can't just ask who is a bad person
because it could be a dad or an uncle."

Mother 2: She explained that her child had “a lot of fears” and “talking about
the animals” in the stories helped with talking about these fears, and that her
child has now “come out of her shell”.
As can be seen these parents felt that the ACBS program provided an
appropriate space to discuss difficult issues. They were aware of the existence
of abusers or pedophiles in the community, with the father stating “many
adults” were themselves “interfered with as children”. As such he asked “how
do they then tell this community to change?” He went on to state that in
attempting “to get pay back some have gone to jail. For me, it's a matter of
importance how we keep our children safe. Let them know we’re on to
them.” This father described the preschool as “a safe place and there needs
to be a comprehensive protection measure for this centre."
This father also articulated the value of the ACBS program from a broader
educational perspective. In this regards, it is worth noting that each parent
also referred to their children talking about the ACBS program with friends
who came to play with them at home. The father described this as “an
example of the extension of the learning beyond X (the preschool) to other
children who are not at this centre.” At the same time, it is important to keep
in mind the comments made by one of the mothers above that not all
parents or families may be fully informed or aware of the ACBS program.
The father described himself as “a community driver” rather than as a parent
who was involved in the preschool directly. He saw this role as necessary
because there were
“people who think of child abuse in black and white terms or act as if they
were crabs in a bucket - struggling to establish themselves as leaders. The
mud-crab mentality means that there are unnecessary fights all the time. To
be accepted by community there has to be high level people supporting
and endorsing the program, and at the community level, not to knock it.
Given the rate of sexual activity within the community, it is important to find
ways to keep the children healthy and safe. In this way, children can have a
childhood.”
The staff at this Centre acknowledged the key role provided by this father by
saying “having X has meant having a strong uncle to stand up for the
children.”
4.4. PROGRAM HIGHLIGHTS AND FUTURE DIRECTIONS
As a part of the evaluation, participants were also invited to comment on the
effectiveness by identifying any highlights and by providing suggestions for
implementation of the program. All participants, including the children,
provided feedback on this: the children commented on what they
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liked/disliked; the adults, comprising the educators, parents, the Project
Steering Committee members and the program coordinator and manager,
all had suggestions to offer in terms of improving the overall quality of the
ACBS program.
4.4.1.
Program highlights and ideas for improvement
One month after the completion of the program implementation at each
centre, the educators engaged the children in a round table discussion to
ascertain their views on what worked and didn’t work with the ACBS program
The children took this up seriously and offered the following feedback:
Table 17: What the children LIKED about the ACBS program
Centre 1
Centre 2
Centre 3
Reworded- what did you
like about what we did
when I came here?))
The dress ups, puppets,
birds we made, painting,
dancing and flying
around the room,
kangaroos, spiky
echidna felt yucky,
singing, bird clothes,
dingo is sneaky and
growly, playdough,
drawing dingo, birds had
a party because they
were happy, dingo was
hungry/had spiky teeth,
alligator song, chocolate
things (Use face
paddles)
“ Kookaburra and the kangaroo,
dancing, puppets.”
“Dingo tried to catch the baby joey
and the daddy kangaroo told the
dingo to go away. Warns all the
animals”.
“The celebration, we dressed up,
danced, showing our costumes to our
mum, dad and family.”
“I liked all of it, dressing up, puppets,
play dough echidnas and spikes and
quills.”
“Lillie Pillies, their safe place was the
trees cause the dingo can’t climb.
The echidna called help.”
“ The stories, the smartboard, the
songs, dancing, dressing up, activities
– spikey echidnas, made kangaroo
paper bag puppets, painted a
person in my family that was mum,
lego. Safe houses, draw a king
parrot, kangaroos, koalas, echidnas.
We also made hand puppet s and
posters.”
“The stories, dress up as a kangaroo
and I was hopping.”
“ The kangaroos and the
kookaburra and the
dingo and the echidna.
The king parrot, the
koala, the mummy
kangaroo with the baby
and the kookaburra.”
“ “The echidnas.” “
When the dingo didn’t
come to the party with
all the babies. When the
babies were safe.”
“ When the dingo scares
the babies.” “When the
dingo bites me.”
“About when the dingo
tried to climb up the
tree, but dingoes can’t
climb trees. And when
the mummy tried to
keep the baby
kookaburra safe.”
M & C shrug shoulders;
no response
The children’s responses across the three centers were rather similar as can be
seen in Table 17. Typically the children identified with the positive animal
characters of those such as the kangaroos and the koalas, with some children
referring to them by using family terms such as daddy or mummy kangaroo. It
also appears that the children enjoyed the learning activities and the
resources supplied with the kit, such as the face paddles, puppets and dress
ups.
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Table 18: What the children DID NOT like about the ACBS program
Centre 1
No, dingo was scary,
my dad’s strong like
the kangaroo I liked
that story
Centre 2
Centre 3
“The dingo.”
“The koala being bitten
on the foot, I didn’t like
that.”
“The dingo and the poor
little echidna and the
other animals felt unsafe.
The dingo tried to get
them but he got the baby
koala.”
“The spikey quills. The
koala got bitten by the
dingo on the leg. I felt
sad. I felt happy when she
told her mum.”
“When the koala went
down the tree, the dingo
cause he would eat me.”
“ The dingo and the blood on
Dingo’s foot from the spikes.”
“ When Dingo bit Nanny
Koala’s leg and when the
koala slept and slept and
didn’t have anything to eat.”
“ The echidna was very good
when he rolled up in a ball
and when the dingo came, a
spike got in his foot and all
blood came out.”
“ When Dingo didn’t come. I
didn’t like Dingo biting them
and eating them.”
“ I don’t like dingoes.”
“ Dingoes.”
“When the dingo tried to eat
the koala.”
“When the dingo was trying
to eat the little baby
kookaburra.”
As can be seen from the children’s responses documented in Table 18, in
terms of identifying elements that they did not like about the ACBS program
they focused on the animal characters and their actions in the stories.
Typically the children were able to refer to negative behaviours that may be
described as harmful or dangerous. For instance, the children expressed fear,
sadness, disgust or abhorrence of biting and blood. Some children also
expressed concern or were able to empathise in terms of the wellbeing of the
baby kookaburra and the koala.
In turn, the educators and the parents also had the opportunity to reflect on
what they considered to be the highlights of the ACBS program
implementation for them, as adults. As can be seen from Table 19, all
educators highlighted children’s creativity. Each of the participating parents
referred to children’s growth in confidence when talking about potentially
scary topics using words such as safe and unsafe. The educator at Centre 1,
where the ACBS program was run for the first time in 2011, acknowledged her
own sense of confidence due to the success of this year’s implementation.
The father who was present at the Community Gathering in August also felt
that the ACBS program should be made available to all preschools: "every
school should be doing this program with every child. There should be a list of
identified behaviours and talk to parents about it as well." This was seen as a
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way of removing the taboo around child abuse. He believed that “the whole
of community approach” had the potential to enhance child protection.
Table 19: Program highlights - perspectives of preschool staff & parents
PRESCHOOL STAFF
PARENTS
 Centre 1: “Creativity, children enjoying craft
connected with the stories. Children have a
voice” and this can help “reduce negative
reactions.” The preschool teacher at this
centre who was not confident at first now feels
much stronger about running the ACBS
program.
 Mother 1: She stated that her child
was “more aware of strangers”,
adding that the child has “pulled
back on this” and “has more
confidence now.”
 Centre 2: “Engaging parents” and providing
more information about “what was going to
happen”. Children’s creativity/words,
extending concepts to other people not just
mum and dad and connected with the
outdoors. Having all staff on board, and
community involvement. Seeing how the
“children move from fantasy to reality. They
have words they didn’t have before.”
 Centre 3: “Creativity of the children” added
that they had some “great discussions” and
were able to use words and “link to last year
and safety concerns”




 Mother 2: She explained that her
child was “now more open about
learning” and knows what is real and
not with regards to her “fear of the
dark” in relation to “spirit stories and
ghosts” (warki man); that she has
noted children using the language of
“safe and unsafe”.
 Father: Children’s awareness of what
is not/appropriate behaviour by
referring to the dingo, stating “don’t
be a dingo”. Children’s use of words
“safe and unsafe”.
The Project Manager, Coordinator and the Steering Committee too were
invited to comment about the highlights of the ACBS program from their
perspective. In describing their highlights, the Project Manger and the
Coordinator noted the following:
Inclusion of an early childhood educator as a part of the project coordination
team enhanced the two way learning between the centre staff and the
project managers.
Development of the ACBS program Resource kit – including the puppets,
costumes, resource cards depicting different emotions etc
Growth in children’s confidence in using appropriate language to talk about
safety; watching children sitting, engaged, ready to listen and improved their
behaviour
Growth in staff’ confidence in Centre 1 in particular where it took the teacher
some time to build trust, and in Centre 2 also.
It is important to note that at Centre 1 and 3, the two educators were
relatively alone in implementing the ACBS program, in comparison to Centre
2, where there was centre-wide commitment involving all staff and parents.
In documenting their highlights, one member of the Steering Committee
stated:
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Although I have not delivered the program at the pre-schools, I have heard
positive feedback from both South Kempsey and Dalaigur pre schools, in
regards to the children’s’ better understanding about being safe, how to stay
safe, and identifying someone who they feel safe with.
The other Steering Committee member who had been involved with the
ACBS program for three years, described it as a wonderful achievement for a
partnership program with different services from Kempsey. Our town is often
portrayed negatively, and I think this program highlights that we can develop
and provide a quality resource and program to support the children of
Kempsey.
Having discussed the program implementation with each educator, this
committee member also noted:
It is a credit to the three preschools for the outcomes they have been able to
demonstrate during the trial of the program. I have seen the photos and the
extensive detailed information from Centre 3 – the feedback the children
gave to X (the educator) was amazing. My discussion with X from Centre 1,
was positive and the children really had enjoyed the program and activities. X
(teacher from Centre 2) has been excited about implementing the program
for the second time, the cultural aspects of the stories were able to be linked
with the preschool environment and new ideas have been able to be
included in the development of the ‘how to manual’ which is great.
4.4.2 Suggestions for program improvements
When asked to comment about any program improvements, the educators
offered no specific suggestions, stating instead “no, loved it all” and “no – all
links well to community issues”. When asked to comment about what they
would exclude or include from the existing program, there was agreement
among educators that the introduction was too long to be completed in one
session; Centre 1 did it over two days and Centre 2 and 3 did it over a full
week. At the Community Gathering, one of the teachers at Centre 2 also
added “An overview of the stories and the characters can be helpful for
parents as well as health workers.”
When asked about suggestions for improvements, the Project Coordinator and
the Manager felt that it was important to “include a trauma framework” and to
ensure that the “program was adaptable and flexible” so that it can be
adapted appropriately for the context of delivery. It was also noted that the
“Introduction session was too long for preschool children” and requires
“adaptation” and shortening, and suggested a section with “expectations and
outcomes broken down in steps.” They emphasised the importance of
maintaining the “core fidelity of the program with add-ons or suggestions as to
how to build on” what was listed in the manual. There was also a need to look
into making the pre program activities with families more appropriate so that
they can be encouraged to engage in meaningful way.
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The Steering Committee members offered the following suggestions for
improvement:

Steering Committee Member 1: Having parent days where the children
perform the stories and staff are then able to discuss in more detail the effects
of CP issues have on their child/ren. It may also help to have someone like a
Child Psychologist to give his or her expert advice at these days.

Steering Committee Member 2: I think resources could be developed for
parents or extended family members; it could be in the form of flyers,
brochures, stickers, magnets, songs, rhymes, and children’s performance. I
think if we could develop a play where children were able to dress up in the
costumes and put on a performance for parents you would have ‘lots’ of
parents participate, as they love seeing their children perform. The other idea
could be to give the children a ‘certificate of participation/ completion etc.’
for each individual as they have completed the ACBS program, or some kind
of display item that could be displayed in the child’s home. Eg. The door
hanger, which is in the primary school manual. I would like some more ideas
on craft, particularly if the program is done with one group and then
introduced the following year with similar kids. For the services that have the
interactive whiteboard technology (IWB), I would like some games
developed for the IWB or perhaps puzzles using the animals specific to the
story, songs, rhymes and posters.
At the Community Gathering, the participating parents offered the following
suggestions as a way of strengthening children’s learning about safety:

Mother 1: There needs to be “something to teach parents and the wider
community” (especially other professionals such as doctors and the police)
“to use the same language as in the ACBS program (eg don’t behave like a
dingo etc). We all need to know what each animal represents (eg
kookaburra is the communicator). Involve other professionals working in
places where children go such as the dentist and the doctor etc”.

Mother 2: Implementing the program with “animals make it easier for children
to understand and for adults to explain” (difficult issues about safety).
However, there is a “need to be careful about how these animals may be
viewed in different communities. For instance, the dingo may be a friend in
another community”.

Father: Children also “need to learn more about the actual animals and their
real lives.” May be after the program is implemented “take the children to the
koala park, billabong park etc to see the animals”.
During this conversation also, staff at Centre 2 noted that it was important for
staff to “take care of children who may disclose”. One of the staff
commented that “domestic violence (DV) is a big issue here, and a few kids
talked about DV.” She explained, “For some children, the koala had a bigger
impact because it was actually bitten, and DV issues came out then as
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someone was actually hurt. Children knew to tell parents anything even if it
was wrong through this program.” The Project Managers also noted that at
Centre 1, they had observed how the presence of DV issues in the children’s
lives made them more unsettled in the morning. The teacher at Centre 3 also
noted that during the program implementation, “some children felt the police
were unsafe: put you in the cage”. The teachers at Centre 2 also commented
“the police come into our children’s lives a lot.” They do know that the
“police protect us” but need to “give them a positive role”.
Participants’ perspectives on future directions for the ACBS
program
4.4.3.
When discussing future directions for the ACBS program, participants at the
Community Gathering were in agreement that information about the ACBS
program needed to be disseminated widely, beyond the preschools. In order
to achieve this, participants suggested several strategies including the
following:
Use of t-shirts and community posters highlighting the ACBS program, what it
was about, presenting koalas as helpers and urging people ‘don’t be a
dingo’. One parent suggested that these posters could be placed in child
and maternal health clinics and include the stories as a community resource
available for various professionals.
Use of “key people or representatives from the community to talk about the
ACBS program in different areas.”
"Medical teams can be introduced as safe people, and this can include the
dentists.” This can build rapport between the different personnel that the
children go to see within the community. The children will in turn be made to
feel safer because these adults “will know what they are talking about” when
referring to the storybook characters from the ACBS program - especially
when it comes to sexual assault that involves family members.
Use the Centre’s newsletter to promote ideas about child safety connected
with the ACBS program. For example, use of symbols and slogans of safety
such ‘a safe pair of hands’ and words ‘don’t be a dingo’.




In documenting their responses to the post-program questionnaire, the
educators also commented as follows:


Centre 1: This educator wanted to pursue “more parent involvement”. She
stated that this year’s implementation “gave children a voice ‘to talk’ or
‘speak up’ about child safety; and now we need to listen”. The teacher felt
“very positive about it” and indicate she would “like to do things like X did
(at Centre 2).” She also added “makes me think and react to children
differently – really hear them”.
Centre 2: “Feedback from previous families can encourage others. Do need
to involve all staff, give them a group, and use their strengths. Community
and family involvement means extending on school transition” as well as
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
working with other professionals such as “dentists and healthcare works; all
need to be involved.”
Centre 3: Reinforced the need for “more staff involvement” so that the ACBS
program is not seen as “a one man band”.
When the question was presented to the Steering Committee via email, the
two who replied stated the following:
Steering Committee member 1:

Program to be run regularly at the ECC, ongoing promotion especially at
parent information days, training for new staff is better done hands on when
happening at the centers.
Steering Committee member 2:
 Getting the key adult stakeholders “back together and brainstorm some
ideas” including additional “craft activities”
 Inclusion of “photos and findings from the trial programs in the new
Manual” to be produced
 “If the final conclusion of the evaluation is successful then I think that it
would be really good if this program could be presented at early
childhood / school forums or conferences to share the program to support
other communities.
 I think a resource for parents could be developed to share the information
about protective behaviours/child protection and the ACBS program. It
could be included in the manual as a photocopy resource (so that it is
uniform in content) as the information given to parents would be quite
different depending on each service.”
This person also described the ACBS program as modified and trialed in
these preschools as “an early intervention program” and that it presented
“a gentle introduction to the concepts of protective behaviours in young
children. It has the potential to grow and further develop on several
different levels with drama or music/song activities. It is great that we are
able to enhance children’s resilience and knowledge about keeping safe at
a younger age.”
Accordingly, she was the view that this program “has the potential to grow
and be developed for other communities – perhaps on a National level!”
5.
DISCUSSION AND RECOMMENDATIONS
The success of the ACBS program is due in part to the commitment of the
NAPCAN program mangers to collaborate with members of the local
Indigenous community throughout the development and implementation of
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the program. Considering that there are plans to expand the program to
other Indigenous communities throughout Australia, the same depth of
consultation and collaboration with each local community will be vital. Based
on the analysis of the findings of this evaluation, in offering our
recommendations, the discussion has been organised under four subsections:
5.1
5.2
5.3
5.4
5.1
Program development
Knowledge and skills of the educators
Extending children’s learning
Following up on participants’ suggestions
Program development
The perception of bush animals captured in the ACBS stories can vary across
communities. That is, the dingo which is portrayed as an unpleasant
character in Kempsey, may be regarded as a friend or a protector in another
community. Therefore when using these stories, educators must take into
account local perceptions in adapting the program for implementation
within each community.
It is difficult to predict how early childhood educators in other communities
will adopt or adapt the ACBS program and resources developed specifically
for Kempsey. Much of the success of this program can be attributed to the
key roles played by early childhood educators, who had a sound knowledge
and understanding of working with pre-schoolers. Having a project
coordinator who was an experienced early childhood educator ensured that
the program structure and the accompanying resources contained in the
modified ACBS program were well designed for use with pre-schoolers.
Awareness of Indigenous cultural knowledge including stories and beliefs
about child safety, were used effectively in both designing the program as
well as in the implementation experiences. Involvement of the parents and
community members, in particular the elders and community artists, provided
authenticity for the teaching and learning that took place in this community.
Overall, this evaluation reinforces the importance of thorough consultation with
and involvement of the local Indigenous community in each area where the
program is to be delivered in the future, to ensure that any adaptations for the
particular local community are adequately made. Accordingly, it is suggested the
following aspects be built into the program guidelines that accompany the
ACBS program manual.
Recommendation #1:
That NAPCAN recommends the appointment of an early childhood educator as the
coordinator of ACBS project development and management in each community.
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Recommendation #2:
That in planning, designing, implementing and evaluating the use of the ACBS
program, consultation with the community is built into each community’s approach
to the program.
The way that the program was implemented in each of the three preschools
varied, taking into account the particular organisational circumstances of
each centre. It was also clear that the program was a success in each of the
three centres in different ways. The educators who implemented the
program, were strongly of the view that program implementation was
strengthened when all staff, parents and the community were actively
engaged. They also agreed that adopting a whole of centre approach so
that the program embraces every playroom, can be more meaningful and
helpful when attempting to engage families in a challenging initiative such as
“keeping all children safe”.
Recommendation #3:
That when delivering the ACBS program in any early childhood setting, emphasise the
importance of collaboration amongst staff in planning and implementing the
program in a holistic way.
5.2
Knowledge and skills of educators
The establishment of positive rapport between educators and children is
essential for introducing and continuing questions, with children being
empowered in their responses. The context of questions needs to be
meaningful, while open- ended questions will encourage much longer
responses than closed questions. Changing questions rather than repeating
them exactly the same way, can also assist children to respond in meaningful
ways. (Westcott & Littleton, 2005, p.151)
There were times during discussions with children that educators needed to re
word questions or at least change a particular word in order to elicit a more
meaningful response. Educators need to be competent and alert to this
need, as well as having a sound knowledge of the children they are working
with. The educators in this evaluation were very skilled at questioning children
appropriately, knew their children well and had developed good rapport with
them prior to the ACBS program being implemented.
The evaluation instruments can be used as teaching/learning tools as was
done in this project. However, as also noted, when working with children, at
times it was necessary to adapt the questions to make them more
meaningful/relevant to the children. This reinforces the importance of having
well qualified educators to lead the pedagogical discussions with children
and families.
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Recommendation #4:
That NAPCAN ensures that future ACBS programs are implemented by capable
educators who can establish good rapport with the children and families
participating in the programs.
Recommendation #5:
That NAPCAN provides an orientation session at commencement and finds ways of
providing adequate support and guidance for educators during program
implementation.
Ethical considerations are key to interviewing children. When the topic or the
focus of the interview involves discussion of concepts concerned with child
protection matters, the possibility of a child disclosing abuse requires special
consideration. (Hill, 2005, p.74)
The evaluators and a parent at the community gathering highlighted children
disclosing abuse, and the need for educators to respond appropriately to a
disclosure. These concerns are also reflected in relevant literature, as there is
a strong possibility when talking with and questioning children about safety
and protection. This reinforces the need for training and heightened
awareness of these issues prior to educators implementing the ACBS program.
Early childhood educators are mandatory reporters and are required to
undertake training in responding to child protection matters. As noted in the
presentation of results, the educators in the ACBS study were specifically
questioned about their knowledge of child protection legislation, where there
was a major focus on ensuring their ability to manage a disclosure.
Recommendation #6:
That all educators involved in the implementation of the ACBS program have
thorough prior training in their child protection responsibilities and with particular
attention to ways of responding to a disclosure.
Provision of appropriate professional development for staff implementing the
program is obviously a high priority, and this has been supported elsewhere.
For instance, general trends found among studies of prevention programs, in
an Australian national audit of child protection research, were the need for:
Adequate training for program workers; longitudinal studies to assess the long
term impact of programs; and continued follow-up sessions of program
support to refresh parents, families and children and also to assess their
progress. (Higgins et al. 2005, p.23)
Likewise, as the ACBS program implementation continues, NAPCAN may
want to adopt a long-term strategy to monitor developments in different
communities.
Recommendation #7:
That NAPCAN includes in the ACBS manual, program evaluation instruments
used in this evaluation to enable early childhood settings to do their own
follow up by assessing earnings with children, parents and community.
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Recommendation #8:
That NAPCAN develops a longitudinal research study to assess the long-term
impact of the ACBS programs across communities.
5.3
Extending children’s learning
During this project, a variety of creative methods were used to make the
ACBS program more attractive to pre-schoolers. In particular, the educator’s
resource kit was a particularly useful inclusion as these resources “give reign to
children’s imagination” and was useful in understanding the children’s
experiences. (Greene & Hill, 2005, p.14) Props and planned learning
experiences such as drawings, writing, drama, role play and puppets, can
“engage children’s interest, foster thought and reflection, and soften the
effects of high-control, adult-dominant, question-and answer format.”
(Brooker, 2001, p.166) It can be said that the implementation of the program
benefited greatly from the inclusion of costumes and hand puppets in the
resource kit that was supplied. The physical presence of these resources
enhanced the whole of centre approach in the way the ACBS program was
implemented throughout all the rooms at Centre 2 in particular.
Children’s like and dislikes about the ACBS program activities suggest that the
range of experiences offered was appropriate and enriching. It would be
important to retain the diversity of experiences across key learning areas of
the curriculum, demonstrating a mix of experiences that promote cognitive
and social skills as well creativity and physical movement, literacy and
numeracy.
Recommendation #9:
That the ACBS educator’s resource kit supplied by NAPCAN includes both
puppets and costumes for role-play and drama activities.
Recommendation #10:
That when developing further suggestions to use with the ACBS program,
NAPCAN considers including activities and experiences that cover a broad
range of learning and skill development.
5.4
Following up on participants’ suggestions
Both staff and parents were comfortable talking about child safety issues
using the stories from the ACBS program because they were culturally
appropriate, and allowed them to talk about confronting issues with
reference to the animal characters in the stories. These stories in effect were
one step removed from talking about real people, thereby making it easier
for the adults to raise these issues. The suggestions for program improvement
reflect the participants’ view of the need to make the learning from the ACBS
program to be extended or taken beyond the preschool settings into the
broader community.
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All stakeholders offered a variety of suggestions for improvement and future
directions as documented in the results section of this report. These
suggestions have been summarised and categorised in two ways as follows:
Suggestions for:
1)Program planning that NAPCAN can consider in rolling out the ACBS
program to various communities; and
2)Local operational suggestions that individual communities can consider
when implementing the ACBS within their local early childhood settings.
These suggestions can be presented in the Early Childhood ACBS manual as a
list of learning activities for communities to consider.
Recommendation #11:
That NAPCAN gives due consideration to the follow up suggestions offered by
everyone involved in the Kempsey study, as listed in this report.
As evaluators we have deliberately opted not to prioritise these suggestions
as we believe, it would be more appropriate to discuss these with centres as
well as other stakeholders, especially the Project Steering Committee
members. In this way, centres in particular can ascertain the views of those
involved in their own settings and define priorities in terms of local needs,
resources and constraints.




Program Planning suggestions for NAPCAN:
Inclusion of a trauma framework to support the care of children who may
disclose and looking after educators who may receive a disclosure.
Adapt and shorten the introduction, breaking down outcomes and
expectations into manageable steps.
Strengthen the adaptability and flexibility of the program, and allow for
revisiting and follow up sessions, include suggestions or add-ons for building
on the activities listed in the manual – get key stakeholders together to
brainstorm ideas
Advice on developing community resources on keeping children safe for use
with family members, the community, and other professionals working with
children such as doctors, police, child and maternal health clinics. These
could include flyers, brochures, posters, stickers, and T shirts. The aim of these
resources is to encourage all concerned to use the same language (such as
“don’t be a dingo” and “koalas are helpers”).
Develop a resource for parents about child protective behaviours for inclusion
with the manual as information to distribute to families.
1. NAPCAN to present the ACBS program at school forums and relevant
conferences.
2. Include photographs and evaluation findings in the new manual.


Local operational suggestions:
Consider ideas for making pre-program activities more appropriate for
families to encourage their engagement with the program in meaningful
ways. (For example, use feedback from other families whose children have
already participated in the program.)
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




Include parent/community days at the end of the program, where children
perform the stories, as at Centre 2, and possibly involve a child psychologist
for advice.
Develop a certificate of participation or other display item, for children
involved in the program.
Promote child safety ideas and the slogans about the ACBS program
messages in centre newsletters. (For example, appropriateness of the use of
the slogan “don’t be a dingo” can vary within each community.)
Include follow up visits to animal parks so children can learn more about the
actual animals in local communities.
Use key community representatives to talk about the program in different
places with different people.
In conclusion:
This evaluation clearly indicated that adopting a whole of community
approach can ensure that learning about child protection and safety can be
examined in an integrated way across the community. The ACBS program is a
powerful vehicle that can provide a cohesive approach to our work as early
childhood educators in ensuring children’s safety and wellbeing beyond
preschools, and involving both parents and other professionals who provide
services to young children and their families.
Having the same set of educational resources in each community, also
means having a common language and an integrated approach to child
protection issues practiced by a range of professionals from diverse disciplines
representing education, health and welfare sectors. Such an approach can
thereby also make learning about keeping children safe sustainable as a lifelong commitment by all involved.
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Australian Children's Education and Care Quality Authority (ACECQA). (2011). Guide
to the national quality standard. Retrieved from
http://acecqa.gov.au/storage/3%20%20Guide%20to%20the%20National%20Q
uality%20Standard%20FINAL.pdf.
Berlyn, C., Bromfield, L. & Lamont, A. (2011) Child protection and Aboriginal and
Torres Strait Islander children. National Child Protection Clearinghouse. AIFS:
Melbourne.
Brooker, L. (2001) Interviewing children. In G. Mac Naughton, S.A. Rolfe and I. SirajBlatchford (Eds.) Doing Early Childhood Research. International perspectives on
theory and practice. Sydney: Allen & Unwin.
Department of Education Employment and Workplace Relations (DEEWR). (2009).
Belonging, being & becoming: The Early Years Learning Framework for
Australia. Canberra, ACT: Australian Government. Retrieved November 22,
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http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Documents
/A09057%20EYLF%20Framework%20Report%20WEB.pdf
Evans & Peck Services. (2008) Bravehearts Inc Program Evaluation. Ditto’s Keep Safe
Adventure Program.
FAHCSIA (2009) National Framework for the Protection of Australia’s Children.
(retrieved November 2010)
(www.fahcsia.gov.au/sa/families/pubs/framework_protecting_children/Documents/
sec2.htm)
Greene, S. & Hill, M. (2005) Researching children’s experience: methods and
methodological issues. In S. Greene & D. Hogan (Eds.) Researching children’s
experience. Approaches and methods. London: Sage.
Higgins, D.J. (2010) Community development approaches to safety and wellbeing of
Indigenous children. National Child Protection Clearinghouse. AIFS: Melbourne.
Hill, M. (2005) Ethical considerations in researching children’s experiences. In S.
Greene & D. Hogan (Eds.) Researching children’s experience. Approaches
and methods. London: Sage.
Lamont, A. (2009) Evaluating child abuse and neglect intervention programs.
National Child Protection Clearinghouse, AIFS: Melbourne.
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NSW Government, Department of Community Services (2009) Working with
Aboriginal people and communities. A practice resource.
NSW Government, Department of Premier and Cabinet. (2010) Keep Them Safe. A
shared approach to child wellbeing. Annual Report 2009-10.
Tomison, A.M. & Poole, L. (2000) Preventing child abuse and neglect. Findings from
an Australian audit of prevention programs. National Child Protection
Clearinghouse, AIFS: Melbourne.
Westcott, H.L. & Littleton, K.S. (2005) Exploring meaning in interviews with children. . In
S. Greene & D. Hogan (Eds.) Researching children’s experience. Approaches
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The “All Children Being Safe” Program (Green Hills Pilot Program). North Coast Area
Health Award 2009. (retrieved August 2010) www.awards-expo.health.nsw.gov.au
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APPENDICES
Appendix 1 Modifications Made to the ACBS Preschool Program
Appendix 2 Evaluation Framework
Appendix 3 ACBS Program Evaluation Instruments
Appendix 4 Letter of Thanks from Preschool Staff
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Appendix 1:
MODIFICATIONS / CHANGES MADE TO THE ACBS PRESCHOOL PROGRAM
BY MICHELLE ROSE
1. The ACBS Preschool Program has been linked to The Early Years Learning Framework and
linked to the seven areas of the National Quality Standard, which contribute to the
quality of early childhood education and care.
2. Included animal/bird puppets and dress up animal/bird costumes for the benefits and
reasons that are as follows: Approaches that will assist children to follow through with their anxieties and fears.
 Opportunities for children to express or vocalise feelings and emotions through puppet
play.
 Assist shy or difficult children to settle and become engaged.
 Puppets can be a confidant for children. It can be their friend, where some children can
be reluctant to confide in an adult.
 A puppet can make it easier for a child to be more willing to discuss how they are feeling
or why they are upset.
 Some children may feel overwhelmed when in a group. Using a puppet could help a
child to communicate more confidently.
3. The program provides flexibility when linking to the emergent curriculum. This allows
further flexibility to leave the program and return to it or just do part of the program, whilst
connecting the program to other areas or topics the children are working on.
4. The 5 bush animal stories have been shortened to align with the 4-5 year old children’s
attention and concentration span.
5. The “Introduction” has been shortened to offer more clarification and discussion of the
meaning and relationship to each child with the concepts being, family/mob,
community, safe/unsafe concepts, danger and feelings. By using this approach the
children’s prior knowledge of these concepts will be built upon and extended, therefore
supporting them during pre-program and throughout the storybook.
6. Non-inclusion of colouring sheets and worksheets in the ACBS program, due to the fact of
them being too product based, not open ended or child centred. Worksheets lack
expression in what the children are thinking or feeling. Best Practice in Early Childhood is
when the children have control over the materials they use, along with autonomy in
decisions and choices they make. This enables an increase in emergent and creative
experiences in the ACBS program to include drawing and painting of pictures by the
children.
7. Music and movement has been added using “The Ultimate Collection.” CD by Don
Spencer.
This CD offers song and movement associated with the Australian bush animals, sea
creatures and indigenous musical instruments. The power of music will enhance the
emotional and mental well being of the children, along with inspiring and enriching their
lives.
8. A kit bag on wheels, making the transportation more mobile, has been established to
include all art/craft resources, literature, A4 pictures of the 6 animals/birds, wattle tree,
bird nest, red coral tree flowers, lilli pilli fruit and witchetty grubs, as a further introduction
to the stories along with music, musical instruments, puppets and costumes.
9. A map has been included alongside each title of the 5 stories. The map has used all the
children’s drawings which are in the book. Using this approach enables the children to
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10.
11.
12.
13.
14.
15.
continually identify with the same appearance of the animals/birds, whilst following the
storyline in sequence. This includes where the animals/birds have travelled and where
they live in the bush animal community. The map also provides an opportunity for the
children to recall the story from the previous week and to be introduced to the next story.
The experiences throughout the book, focuses on small groups of 4-6 children in total at
any one time. With small groups of children in place, communication between children
and staff make recording more meaningful, whilst providing a wider timeframe for the
children to gather their thoughts.
To enhance the children’s language abilities, provision of facial emotion cards and
wooden facial expression paddles have been included. This provides an opportunity for
each child to identify and discuss ‘our feelings.’
The ACBS storybooks have been enlarged by 5 cms to 35cm x 25cms horizontally and
vertically and the cover and pages are a thicker material, making the book easier to
handle by educators and the preschool children. The cover has been made blue
background for easy identification from the early primary story books, which are
terracotta clay colour.
Discussion regarding respect of diversity, similarities and differences between the bush
animals and people has been included. In strengthening confidence in language (verbal
and non-verbal) cooperation with others and negotiation of roles and responsibilities in
play and group experiences, the children will gradually understand different ways in
contributing through play projects in a non-threatening manner. This can provide a
further opportunity for the children to comment and/or question and respond with
relevant gestures and actions.
ACBS stories have been set up to be used on a SMARTboard/Interactive White Board.
This will engage the children with vivid images enhancing the ACBS story messages
getting across in a powerful visual representation.
Pre-Program Module will introduce and inform parents/family and the local community
services regarding the implementation of the forthcoming ACBS program at their
child/chn’s preschool setting. This will include: Parent/Family/Community/Staff gathering to inform the preschool service users of
the contents associated with the ACBS program. Written permission to be given
by parents/families for their child to be included in the ACBS program, along with
having photos of their child and their artwork displayed in the classroom and used
for program evaluation. Consultation with the parents/families and community as
to the ways to best keep them informed regarding the implementation and
progress of the ACBS program at the centre .Examples to be given – newsletters,
displays,
day
book
entries,
digital
photo
frame,
mid
program
parent/family/community/staff gathering.
 Information regarding ACBS Program to be sent/faxed to the local community
services ie. Police, Fire Brigade, Ambulance, local district hospital, Community
Health Services, FACS, local library and FaHCSIA.
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Appendix 2:
EVALUATION FRAMEWORK
EVALUATION FRAMEWORK TO EXAMINE THE ADAPTATION AND IMPLEMENTATION OF “ALL
CHILDREN BEING SAFE” (ACBS) PROGRAM, IN THREE PRESCHOOLS, IN KEMPSEY, NSW
Project brief:
Over a 12 month period NAPCAN will project manage the adaptation of the “All Children
Being Safe” (ACBS) program for preschools, in one rural and remote Indigenous community –
Kempsey, on the mid north coast of NSW.
The NAPCAN project coordinator has established a Steering Group consisting of the
preschool teachers, indigenous consultants and indigenous services and will adapt the
original ACBS program to be a developmentally appropriate protective behaviours program
for pre-school children aged 3-5 years old. The coordinator will then train child care centre
staff in the new ACBS program, and will assist with the delivery of the ACBS program in three
preschools in the Kempsey area, in partnership with an Indigenous consultant and
Indigenous services. Macquarie University has been invited to evaluate the adaptation and
implementation of the ACBS project in the three selected preschools in Kempsey.
Participating preschools and educators:
 South Kempsey Preschool: Shirley
 Dalaigur Preschool: Roslyn
 ABC Learning Centre, West Kempsey: Melanie
Project period: July 2010 to September 2011
Project coordinator: Michelle Rose
Project Evaluation Group:
Michelle Rose, Angela Walsh, Karen Roberts and Manjula Waniganayake
Project Steering Group:
Shirley, Roslyn, Melanie (the educators), Janet Jensen, Karen Hall, Marilyn Dean and Delya
Smith.
Project objectives:
The anticipated outcomes of the ACBS program as modified for preschools have been
specified for children, parents and preschool staff and evaluation strategies to collect data
to assess these outcomes are defined as follows:
The ACBS Program outcomes for children:
To demonstrate an awareness of the concepts of safe and unsafe living through an ability to
a) Identify safe and unsafe feelings and that every child has the right to feel safe.
b) Identify people in their community who keep them safe.
c) Feel safe, secure and supported.
d) Develop the language to communicate safe or unsafe behaviours / situations.
e) Identify people who can help them if they have been hurt.
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f) Interact in relation to others with care, empathy and respect.
g) Develop a sense of belonging to groups and communities
Evaluation strategies:
 Teacher-led small group discussion with children (4-6 at a time) about their current
understandings about safe and unsafe living (including feelings and people) one
week before the ACBS program is implemented.
 One month after the implementation of the full ACBS program has finished, each
teacher works with a random sample of 6-10 children at their centre who
participated in the ACBS program, to discuss and draw what the child remembers
from the ACBS program implementation.
It is recommended that each preschool teacher leads these discussions, using a common set
of questions that the Evaluation Team will provide, and modify these as appropriate to the
ongoing conversation with their own group. It is also recommended that an observer/notetaker is present during these discussions to document the discussions verbatim – especially
the children’s words, as much as possible.


At the end of each session the teacher will lead a discussion with the children, and
complete an evaluation using a proforma focusing on the children’s learning. We trust
that there will be appropriate questions in the revised ACBS program documentation
to assist with this process. The Evaluation Team will be provided with either an overall
summary of key points from these evaluations for each preschool (ie, a summative
evaluation) or/and a copy of the evaluations completed after each session at each
centre (ie, a formative evaluation).
During and after the implementation of the ACBS program, each teacher continues
to collect pedagogical documentation reflecting children’s developing
understandings about child protection matters discussed, reflective of outcomes. This
includes teacher observations, children’s artefacts and conversations of interactions
between children and adults.
Appropriate consent from the parents/guardians will be obtained for children’s participation
in the ACBS program evaluation activities. Information about working with children on the
evaluation will be provided during the evaluation workshop we will present to staff. We are
also planning to incorporate ways of doing pedagogical documentation into our evaluation
workshop.
ACBS program outcomes for pre-school staff
To demonstrate an enhanced awareness of child protection strategies by:
a) Participation by all preschool staff in training on child protection including use of
support services in their community.
b) Improving the standards of child protection practices, particularly in light of new
legislation or information.
c) Incorporating the modified ACBS program for early childhood into their preschool
programs.
d) Involving parents and other family members in the ACBS program in their centres.
Evaluation strategies:
 Using the NAPCAN evaluation proforma provided with the original ACBS program, at
the completion of each module, documentation of each teacher’s reflections on what
they achieved and require reconsideration in the way the next ACBS modules are
implemented with their group of children. The Evaluation Team will be provided with
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

either an overall summary of key points from these evaluations for each preschool (ie, a
summative evaluation) or/and a copy of the evaluations completed after each session
at each centre (ie, formative evaluation).
A survey questionnaire on child protection legislation and required practices following
participation in the professional development sessions – or prior to, as appropriate. This
will be done on a 1:1 basis with each preschool teacher and the Evaluation Team.
Participation in discussions with the Evaluation Team at the start of the implementation
and at the end, to discuss, their approach and its impact on the children, families and
other staff at their centres.
We will use the notes from our discussions during the December visit and the completion of
the survey questionnaire sent in December for this purpose. We also anticipate using
discussions held on the proposed training day and completing this work at a meeting in
August when all centres have completed their project implementations.
ACBS outcomes for parents and community:
To demonstrate an enhanced awareness of child protection issues in the wider community
through
a) Participation in community workshops about the ACBS program
b) Engagement in the delivery of the ACBS program e.g. craft activities, storytelling,
drama, music and movement.
c) Sharing the ACBS program with their children at home through culturally appropriate
literature.
Evaluation strategies:
 Centre profile survey questionnaire to be completed by the NAPCAN project
coordinator to ascertain information about resources and support provided centrally to
all three preschools.
 Teacher documentation of relevant conversations with parents and other family
members regarding their experiences with their children about content included in the
ACBS program.
 The Evaluation Team will facilitate a Focus Group/Community Gathering to capture
parent/family perspectives about the implementation of the ACBS program. (July)
 Discussions with the Project Steering Group about their reflections on how the ACBS
program was received by the Kempsey community will also be included in this data.
Proposed timelines and milestones for the evaluation:
January
 Send proposed evaluation framework to Angela for consideration and confirmation
 Teleconference #1: Proposed Monday 24 January at 9.30am with the ACBS Project
Executive Group: Angela, Michelle and Karen H. (NAPCAN team) and Karen R. and
Manjula (Evaluation Team) to discuss proposed evaluation framework
February -March
 Teleconference #2: Follow up to confirm arrangements for March/April at a date to
be set in January, with the ACBS Project Executive Group
 Discussion and feedback from the evaluation team regarding the modified ACBS
program prior to implementation with preschool staff
March
 Finalise the design of the evaluation instruments and training material; copy of the
revised ACBS program must be sent to the Evaluation Team by 11 th March.
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An evaluation of the implementation of the “All Children
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
Visit to Kempsey on 30 March to run professional development for the preschool staff
on the project evaluation strategies. Recommend that the ACBS program
coordinator presents an orientation to preschool staff on the same day.
April - June
 Project implementation and documentation as per the evaluation framework
 Teleconference #3 and #4 with the ACBS Project executive group in May and June
for a status update on project implementation. Dates to be set in March.
 As implementations finish, submission of data collected at each centre to the
Evaluation Team
July


Initial collation and analysis of evaluation data based on children’s learning
Final evaluation data collection by the Evaluation Team - and focus
group/community gathering - with a visit to Kempsey
August
 Final collation and data analysis
 Preparation of the report on the evaluation – we can do a presentation to the
community if required.
Proposed professional development sessions:
ACBS Program Orientation to be presented by Michelle on the same day as evaluation
framework session, so that staff are made aware of the content of the program and what
they are expected to do in implementing it.
Evaluation Workshop: We will do 2 sessions with all preschool staff, based on the evaluation
framework as follows:
a) Children’s Rights within a program evaluation (1 hour) – introduction to the program
evaluation framework, its purpose and their role as teachers.
b) Involving children in the project evaluation (2 hours) – how to use the evaluation tools
and strategies by aligning it with the EYLF and pedagogical documentation.
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Appendix 3:
ACBS PROGRAM EVALUATION INSTRUMENTS

Instrument #1:
PRE-PROGRAM QUESTIONS TO CHILDREN

Instrument #2:
POST-PROGRAM QUESTIONS TO CHILDREN

Instrument #3:
TEACHER REFLECTIONS AFTER EACH MODULE

Instrument #4:
TEACHER REFLECTIONS ON CHILD PROTECTION LEGISLATION

Instrument #5:
TEACHER REFLECTIONS - PRE-PROGRAM OVERVIEW
 Instrument #6:
POST-PROGRAM EVALUATION QUESTIONS SENT TO STEERING
COMMITTEE MEMBERS
 Instrument #7-9: POST-PROGRAM EVALUATION QUESTIONS: These were used with parents
at the Community Gathering (instrument #7), individual teacher
reflections (instrument #8) and those presented to the NAPCAN
program manager and ACBS coordinator (instrument #9)
NOTES:
 Children’s learning was formally assessed by using a series of questions one week prior to
program being implemented at each centre (Instrument #) and one month after the
implementation was completed (Instrument #2). In both instances, the children’s
responses to these questions were documented by an observer (in this instance, the
ACBS program coordinator) whilst each teacher led the discussion with the children.
 Teachers were also given a set of questions to use after each module was implemented
(Instrument #3).
 Each teacher reflected on the ACBS program, one week before the program was
implemented (Instrument #5) and one month after the completion of the full program
(see Appendix 8).
 Teachers were asked to reflect on child protection legislation (Instrument #4) prior to
program implementation.
 These questions (Instrument #6) were sent to each participant and responded by email.
 Since there were common questions asked of parents, teachers and the program
manager and coordinator, these instruments have been collated in a table
format.(instruments #7, 8 and 9)
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ALL CHILDEN BEING SAFE
Kempsey Evaluation Project for NAPCAN (2011)
Instrument #1: PRE-PROGRAM QUESTIONS TO CHILDREN
Children’s responses to these questions were documented by an observer (such as the ACBS
program coordinator) whilst the teacher is leading the discussion with the children.
Bring together one or two small groups of 4-6 children who will participate in the ACBS
program. Use the following questions to identify children’s current understandings about safe
and unsafe feelings, people and places. This activity needs to be completed one week
BEFORE the implementation of the ACBS program begins.
1. What makes you feel safe?
2. What makes you feel scared or unsafe?
3. What do you do when you feel scared or unsafe?
4. Where do you go when you feel scared or unsafe?
5. Are there people that you feel safe to be with? If you feel scared or unsafe, who would
you go to feel safe?
6. Who will you tell if you feel scared or unsafe?
7. Who can help you if you are in danger or unsafe?
Drawing safe people and places:
Get each child to draw a picture of people and places that they feel safe about. Discuss
their work and write down any words to help explain what the drawing indicates. Please put
each child’s name and the date on which this activity was completed. Collect the artwork
and store in a secure location to be given to the Evaluation Team.
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ALL CHILDEN BEING SAFE
Kempsey Evaluation Project for NAPCAN (2011)
Instrument #2: POST-PROGRAM QUESTIONS TO CHILDREN
Children’s responses to these questions were documented by an observer (such as the ACBS
program coordinator) whilst the teacher is leading the discussion with the children.
Use the following questions to identify children’s current understandings about safe and
unsafe feelings, people and places following the implementation of the ACBS program. This
activity needs to be completed one month AFTER the implementation of the ACBS program
has been completed.
1. What makes you feel safe?
2. What makes you feel scared or unsafe?
3. What do you do when you feel scared or unsafe?
4. Where do you go when you feel scared or unsafe?
5. Are there people that you feel safe to be with? If you feel scared or unsafe, who
would you go to feel safe?
6. Who will you tell if you feel scared or unsafe?
7. Who can help you if you are in danger or unsafe?
8. What do you remember from the ACBS program?
9. What did you like best about the ACBS program?
10. Was there anything that you didn’t like about the ACBS program?
Repeat the drawing activity completed before the program started, and reflect on any
changes in understanding/awareness that are visible in this work. Write a brief note or be
prepared to talk to the Evaluation Team about any changes. Make sure the drawings
completed before and after program implementation are kept separate.
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ALL CHILDEN BEING SAFE
Kempsey Evaluation Project for NAPCAN (2011)
Instrument #3: TEACHER REFLECTIONS AFTER EACH MODULE
Complete one of these feedback sheets for each module and circle which session:
INTRODUCTION
KOOKABURRA
KANGAROO
KOALA
ECHIDNA
KING PARROT
Following the implementation of each module, teachers are invited to document their
reflections regarding the learning that took place using the following questions
1. How did the children respond to this module?
2. What key learnings about feeling safe emerged from this module?
3. What did the children enjoy most about this module?
4. What did the children have difficulty in grasping about this module?
5. Was there something you could do to address these difficulties?
6. What were the reactions/comments/feedback from parents and other family
members to the ACBS program?
ALL CHILDEN BEING SAFE
Kempsey Evaluation Project for NAPCAN (2011)
Instrument #4: TEACHER REFLECTIONS ON CHILD PROTECTION LEGISLATION
1.
What are the 3 pieces of legislation that relate to child protection and what are the
features of each?
2.
What are the grounds for reporting risk of significant harm?
3.
How would you make a risk of significant harm judgement?
4.
What actions are required when you suspect a child or young person is at risk of
significant harm?
5.
What do you do when risk is below significant threshold?
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ALL CHILDEN BEING SAFE
Kempsey Evaluation Project for NAPCAN (2011)
Instrument #5:
PRE-PROGRAM TEACHER REFLECTIONS
1. What are you excited about in undertaking the ACBS program?
2. Do you anticipate any difficulties in implementing the ACBS program at your centre?
3. How are you planning to address these concerns?
4. In what ways do you broach difficult issues that arise and engage in problem solving
with families? (EYLF Educators’ Guide 2010, p.18) – in relation to child protection
issues?
5. How do you propose to introduce parents/family members to ACBS program?
6. How are partnerships with families encouraged in your setting? (EYLF Educators’
Guide, 2010, p.19)
7. What opportunities do you provide for parents to engage with you in ways that
respect and value their culture? (EYLF Educators’ Guide 2010, p.22)
8. How do you assist children to gather information, ask questions, seek clarification and
consider possibilities about their own lives? (EYLF Educators’ Guide 2010, p.22)
9. How do you demonstrate that you acknowledge and build on the context and
discourse of each child and family? (EYLF Educators’ Guide 2010, p.28)
10. In what ways do you support children’s learning and use the cultural tools of the
community to inspire all children’s thinking? (EYLF Educators’ Guide 2010, p.28)
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ALL CHILDEN BEING SAFE
Kempsey Evaluation Project for NAPCAN (2011)
Instrument #6: QUESTIONS FOR THE ACBS STEERING COMMITTEE
1. Can you please tell us about your involvement in the All Children Being Safe Project
being run in the three preschools in Kempsey?
2. From your perspective, what are the highlights of the ACBS program being
implemented at these preschools this year?
3. How has the ACBS program influenced the way you may think about child protection
issues?
4. What aspects of the ACBS program could be improved to increase parent/family
involvement in child protection work?
5. Is there anything you would like to see included or excluded from the current
program to strengthen or improve children's learning about all children being safe?
6. Now that the program implementation has finished, looking into the future, what
would you like to see happen with the children, parents and staff who participated in
this program?
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POST-PROGRAM EVALUATION QUESTIONS used with parents, teachers and program
manager & Coordinator
Instrument #7:
COMMUNITY GATHERING
questions
1)
2)
3)
4)
5)
6)
7)
8)
9)
Instrument #8: Post-program
TEACHER reflection questions
How did you find out
1) In terms of your
about the ACBS program
hopes/expectations of this
being implemented at
program, what are the
your children’s centre(s)?
highlights of the ACBS program
What were your initial thoughts and
implementation at your
feelings about the program before
centre?
it was implemented?
2) Have you noticed any
How were you involved in
changes in children’s
the ACBS program at your
behaviours and/or attitudes
child’s centre?
that can be linked with the
Can you share with us,
ACBS program in some way?
anything your child/ren,
YES/NO Please comment.
talked about the ACBS
3) Do
you
feel
that
the
program with you at
topics/issues discussed were
home?
appropriate or meaningful for
From your perspective,
the children at your centre?
what are the highlights of
YES/NO
Please comment.
the ACBS program being
4) Did any children have any
implemented in your
strong reactions to any
children’s preschools this
aspects of the program?
year?
YES/NO Please comment.
Are there any aspects of
5) Of the strategies you used to
the ACBS program which
assist children’s learning about
you feel could be
matters covered in this program,
strengthened to improve
which ones were most
children's learning about
appropriate and effective?
all children being safe?
6) How did parents and other
How has the ACBS program
family members get involved
influenced the way you may
with the ACBS program at your
think about child protection
centre? (any conversations
issues?
that were documented??)
What aspects of the ACBS
7) Is there anything that you
program could be
would include or exclude from
improved to increase
the ACBS program that you
parent/family involvement
implemented? YES/NO
in child protection work?
Please comment.
Looking into the future,
8) Were there any unexpected
what would you like to see
developments or surprises
happen with the children,
during the implementation of
parents and staff who
the program at your centre?
participated in this
YES/NO Please comment
program?
9) Are there any aspects of the
ACBS program which you feel
could be strengthened to
improve children's learning
about all children being safe?
10) Looking into the future, what
would you like to see happen
with the children, parents and
staff who participated in this
program?
Instrument #9: NAPCAN
PROGRAM MANAGER &
COORDINATOR questions
1)
2)
3)
4)
5)
6)
7)
In what ways do you
believe, the ACBS program
enhanced the
understanding of child
safety/child protection
issues by children and their
families at each of the
three centres?
What impact do you
believe, the ACBS program
has had on the teachers’
understanding and
approach to child
protection/safety matters?
Is there anything that you
would include or exclude
from the ACBS program that
you have developed?
YES/NO
Please
comment.
In terms of your
hopes/expectations of this
program, what do you
consider to be the
highlights of the ACBS
program implementation in
these three centres?
From your perspective as
program coordinators, were
there any unexpected
developments or surprises
during the implementation
of the ACBS program?
YES/NO
Please
comment
Are there any aspects of
the ACBS program which
you feel could be
strengthened to improve
children's learning about all
chn being safe?
Looking into the future, what
would you like to see
happen with the children,
parents and staff who
participated in this
program?
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Appendix 4:
LETTER OF THANKS FROM PRESCHOOL STAFF
To whom it may concern
Firstly, we would like to say thank you for including us in your programme. We are
most grateful for the benefits our children and our staff have received.
This includes not only new equipment to use but the knowledge gained from this
programme. It was fun and exciting for both staff and children. Our children seem
more aware now about where to go or who to go to if in danger.
The stories and activities each week all reflected around stranger awareness and
their feelings. This helped the children to talk about themselves and their feelings.
One large puzzle in particular which was donated was very popular with the
children, and the staff were able to extend on this activity by allowing the children
to pain a large kangaroo themselves. This was achieved by drawing around the
puzzle using it as a template then cutting it out on cardboard,. The children then
painted it using cotton buds giving it the effect of a dot painting.
Again, thank you very much for giving us this opportunity through your
programme.
From all our staff at xxx preschool.
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